ELA Grade 9 Unit of Study: "Introduction to Mythology"

Getting to the Core

English Language Arts Grade 9 Unit of Study Introduction to Mythology

Final Revision: June 4, 2014

TEACHER EDITION ELA Grade 9 Intro to Mythology Unit Overview

UNIT OVERVIEW

ELA Grade 9 Introduction to Mythology This unit introduces students to mythology from around the world, focusing closely on the patterns that all myths share. By learning to recognize these patterns, students will make connections between age-old stories and the world they live in to reveal universal truths. Students will apply new learning by completing a project that includes creating or researching a myth as well as argumentative writing.

Big Idea: Patterns allow us to make sense of our world.

Essential Questions: 1. What are the criteria of a myth? 2. What patterns exist in myths? 3. What patterns do myths use to explain our world? 4. How do myths reflect cultural beliefs and values?

Unit Timeline

Day 1 Day 2 Day 3 Day 4 Day 5 Lesson 1: Lesson 1: Lesson 1: Close Lesson 2: Video Lesson 2: Anticipatory Guide; PowerPoint on reading of “Arachne clip with text- Continued Jigsaw - background reading patterns; close the Spinner;” pre- dependent re-presenting the and video with text- reading of “How the assessment: questions; close text; group dependent questions Crocodile Got Its Argumentative reading and Jigsaw discussion Skin” Writing Task #1 – of “The Beginning 1 paragraph of Things”

Day 6 Day 7 Day 8 Day 9 Day 10 Lesson 2: Lesson 3: Building Lesson 3: First Lesson 3: Second Lesson 3: Complete Argumentative background reading of “The reading in groups Cyclops Comic Writing Task #2 – activities and Cyclops” using using Section Strip; Gallery Walk 1 paragraph PowerPoint Collaborative Analysis Chart; Annotation Chart begin Cyclops Comic Strip Day 11 Day 12 Day 13 Day 14 Day 15 Lesson 3: Lesson 3: Finish Lesson 4: Introduce Lesson 4: Students Lesson 4: Projects Argumentative Argumentative final assessment: work on project due; optional Writing Task #3 – Writing Task #3 “Patterns Allow Us presentations 3 paragraphs to Make Sense of Our World” Project TABLE OF CONTENTS

Contents Pages Unit Planner 1-5 Lesson 1: What are the criteria of a myth? What patterns exist in myths? 6-15 Resource 1.1 Anticipatory Guide: Thinking about My World 16 Resource 1.2 Myths and Mythology 17 Resource 1.3 Three Criteria of a Myth (optional visual piece) 18 Resource 1.4 Transcript for TED Talks Video + Essential Questions 19-20 Resource 1.5 Patterns in Mythology Matrix 21 Resource 1.6 Evidence of Patterns Matrix 22 Resource 1.7 “How the Crocodile Got Its Skin” text 23 Resource 1.8 “Arachne the Spinner” text 24-26 Resource 1.9 Pre-assessment: Writing an Argument 27 Lesson 2: What patterns do myths use to explain our world? 28-33 Resource 2.1 Warm-up: Responding to Video Clip 34 Resource 2.2 A Summary of How the World Was Made (optional) 35-36 Resource 2.3A-E “The Beginning of Things” Parts 1- 5 37-41 Resource 2.4 Collaborative Annotation Chart – “Beginning” Part I 42 Resource 2.5 Collaborative Annotation Chart – “Beginning” Part_ 43 Resource 2.6 Myth Comparison Matrix: “The Beginning of Things” 44 Resource 2.7 Writing an Argument #2 45-46 Resource 2.8 Model Paragraph (Writing Outline) 47 Lesson 3: How do myths reflect cultural beliefs and values? 48-55 Resource 3.1 Cyclops Painting & Quick-Draw 56-57 Resource 3.2 PowerPoint Notes: Introduction to Epic/Myth/Cyclops 58-61 Resource 3.3 Collaborative Annotation Chart – “The Cyclops” 62 Resource 3.4 Section Analysis Chart 63-70 Resource 3.5A-B Cyclops Comic Strip Planning Sheet & Model 71-74 Resource 3.6 Cyclops Comic Strip Gallery Walk: Focused Questions 75-76 Resource 3.7 Evidence of Cultural Beliefs, Values & Patterns Matrix 77 Resource 3.8 Argumentative Writing Task #3 78-79 Resource 3.9 Teacher Resource List 80 Lesson 4: Performance Task Project 81-84 Resource 4.1 “Patterns” Project Instructions 85 Resource 4.2 “Patterns” Project Rubric 86 Resource 4.3 “Patterns” Project Example 87 Appendix of Strategies Used in the Unit 88-98

Santa Ana Unified School District Common Core Unit Planner-Literacy

Unit Title: Introduction to Mythology

Grade Level/Course: ELA Grade 9 Time Frame: 10-15 days Patterns allow us to make sense of our world. Big Idea:

What are the criteria of a myth? What patterns exist in myths? Essential Questions: What patterns do myths use to explain our world? How do myths reflect cultural beliefs and values? Instructional Activities: Activities/Tasks

Lesson 2, Duration: 2-3 Days Lesson 1, Duration: 3 Days Complex Texts: Video Segment: Devdutt Pattanaik’s “East vs. West – the myths Complex Texts: Video segment: “Hindu Beginning of the World Story;” Jigsaw that mystify;” “How the Crocodile Got Its Skin” myth; “Arachne the Spinner” myth Readings: The Beginning of Things by Abbie Farwell Brown

Pre-reading Video Read 1-2 Myths Read 1-3 Video Read 1-2 Myths Read 1-2 Read 3

Anticipation Guide; Video/Transcript Unencumbered read; Text-dependent Collaborative Annotation Re-presenting Text; Writing Prompt Pre- Text-Dependent collaborative annotation; Questions; Discussion Chart; Jigsaw Reading; Writing an Myth Comparison Argumentative assessment (at end) Questions Evidence of Patterns Matrix Matrix Paragraph

Lesson 3, Duration: 3-6 Days Lesson 4, Duration: 2-3 Days

Complex Text: Homer (translated by Robert Fitzgerald). “The Cyclops” from Summative Assessment Performance Task: Patterns Allow Us to “The Odyssey, Book 9,” Holt pages 660-670 Make Sense of Our World Project

Read 1 Read 2-3 Read 3 Pre-Write Writing Project

Audio recording as Section Analysis Evidence Matrix; Select myth or write Write 3 Create (and present, if needed; Collaborative Chart; Cyclops Comic Argumentative original “myth” Argumentative time) Poster Annotation Chart Strip & Gallery Walk Writing Task Paragraphs

SAUSD Common Core Unit 1

Learning and Innovation:

Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation 21st Century Skills: Information, Media and Technology:

Information Literacy Media Literacy Information, Communications & Technology Literacy

Tier II: Tier III: criteria, pattern, culture, values, elements, rituals, rational, myth, mythology, archetype, logos, mythos, symbols, epic, in media-res, Essential rationality, illogical, objective, subjective, superstition, resolution, claim/counter-claim, Cyclops, plot Academic splendid, folly, spinner, weaver, loom, tapestry, mortal, admire, transformed, creation, symbolize, conflict, accounts, Language: legend, odyssey, hero, voyage, adversary, restitution, ewes, dismember, stoke, ravage, ninny, evidence, elaboration, sequence What pre-assessment will be given? How will pre-assessment guide instruction? During Lesson 1, students will be assigned an argumentative paragraph in which Using the rubric, teachers will assess how well students cite evidence, make a they must include evidence from the text and elaborate on explaining how that claim, and elaborate on responses. Based on this information, teachers may re-teach evidence supports their central claim. certain areas the whole class needs to revisit, provide a model for students in need, target individual students and work one-on-one with them, etc. End of Unit Performance Task: “Patterns Allow Us to Make Sense of Our World” Project (writing piece and poster)

What assessment(s) will be utilized for this unit? (include the types of both formative Common Core Learning Standards Taught and Assessed (include assessments (F) that will be used throughout What does the one or more standards for one or more of the areas below. Please the unit to inform your instruction and the assessment tell us? write out the complete text for the standard(s) you include.) summative assessments (S) that will demonstrate student mastery of the standards.) Bundled Reading Literature Standard(s):  Formative written paragraphs at the end of each -These assessments RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the reading (F) reveal students’ text says explicitly as well as inferences drawn from the text.  Answering and discussing text-dependent comprehension of RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its questions (F) readings. They also development over the course of the text, including how it emerges and is shaped and  Random calling of students during class allow teachers to refined by specific details; provide an objective summary of the text. discussions (F) differentiate for RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a  Collaborative Annotation Charts (F) individual students or work of literature from outside the United States, drawing on a wide reading of  Section Analysis Chart (F) the whole class as world literature.  Cyclops Comic Strip (F) necessary. -The summative piece  Final Project (S) should clearly reflect

SAUSD Common Core Unit 2

student learning and growth throughout the unit.

Bundled Reading Informational Text Standard(s):  Circle Map (F) -These assessments RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the  Text-dependent questions (F) reveal students’ text says explicitly as well as inferences drawn from the text.  Final Project (S) comprehension of readings and videos. They also allow teachers to differentiate for individual students or the whole class as necessary. -The summative piece should clearly reflect student learning and growth throughout the unit. Bundled Writing Standard(s):  Paragraphs at the end of each reading, focusing -The multiple written W.9-10.1 Write arguments to support claims in an analysis of substantive topics or on claim and textual evidence (F) paragraphs will show texts, using valid reasoning and relevant and sufficient evidence.  Final Project (S) students’ progression/ a. Introduce precise claim(s), distinguish the claim(s) from alternate or mastery of writing opposing claims, and create an organization that establishes clear standards. relationships among claim(s), counterclaims, reasons, and evidence. -The summative piece b. Develop claim(s) and counterclaims fairly, supplying evidence for each should clearly reflect while pointing out the strengths and limitations of both in a manner that student learning and anticipates the audience’s knowledge level and concerns. growth throughout the c. Use words, phrases, and clauses to link the major sections of the text, unit. create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

SAUSD Common Core Unit 3

Bundled Speaking and Listening Standard(s):  The anticipation guide, text- dependent -Teacher observation SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions questions, and collaborative activities during these activities (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 completed in class before, during, and after will reveal which topics, texts, and issues, building on others’ ideas and expressing their own clearly discussions (F) students are effectively and persuasively.  Gallery Walk (S) participating and which ones will require more support/encouragement. Sample sentence frames can be given and pre- taught in order to gain participation. -The Gallery Walk activities will reflect students’ ability to present to and interview their classmates. Bundled Language Standard(s):  Paragraphs at the end of each reading, focusing -For each writing L.9-10.1 Demonstrate command of the conventions of standard English grammar on grammar, punctuation, and spelling (F) assignment, a rubric and usage when writing or speaking.  Final Project (S) will be used that will b. Use various types of phrases and clauses to convey specific meanings and measure students’ add variety and interest to writing or presentations. command of grammar, L.9-10.2 Demonstrate command of the conventions of standard English spelling, and capitalization, punctuation, and spelling when writing. punctuation. The c. Spell correctly. teacher may revisit these areas as a whole group or in small groups with individual students who need the re-teaching. -The summative piece should clearly reflect student learning and growth throughout the unit. Complex Texts to be used

Literature Titles: “How the Crocodile Got Its Skin” myth (Resource 1.6), “Arachne the Spinner” myth (Resource 1.7), Adaptation of The Beginning of Things, a Norse myth written by Abbie Farwell Brown (Resource 2.2), The Odyssey “Cyclops,” Holt Literature & Language Arts, Resources/ Third Course pages 660-670 Materials: Informational Text(s) Titles: Myths and Mythology (Resource 1.2; adapted from Holt Literature & Language Arts, Third Course)

Media/Technology: Devdutt Pattanaik’s “East vs. West – the myths that mystify” transcript (Resource 1.3); “Hindu Beginning of the World Story” video; PowerPoint Presentations (all links found on SAUSD webpage = http://www.sausd.us/Page/22743)

SAUSD Common Core Unit 4

Optional videos: “Myths and Archetypes of Mesopotamia” and “Homer’s Odyssey: Heading Home” (links found on SAUSD webpage = http://www.sausd.us/Page/22743)

Other Materials: Paper and writing instruments (student-provided); computer(s) and Internet access and audio capacity; projector and screen; document camera; whiteboard and markers as needed; dictionaries for student reference (if needed); poster materials as needed – poster paper, markers, colored pencils, scissors, glue Cite several interdisciplinary or cross-content connections made in this unit of study (i.e. math, social studies, art, etc.) Students will make connections to middle school Language Arts/Social Science with the topic of Greek mythology. Student will also gain Interdisciplinary foundational skills in reading folk tales, oral tales, and other topics to be explored in history, art, and English classes throughout high school. Connections:

Based on desired student outcomes, what instructional variation Based on desired student outcomes, what instructional variation will be used to address the needs of English Learners by language will be used to address the needs of students with special needs, proficiency level? including gifted and talented?

To support these students, the teacher should preview vocabulary to Special Needs: Starting with IEP goals, teachers will collaborate with determine which words should be explicitly taught, and which words the case manager to identify appropriate scaffolds, accommodations can be defined in context as a step-aside. For any writing assignments, and modifications. sentence frames can be provided. Throughout readings, the teacher can Differentiated perform read-alouds or allow partners to read to one another. Many Along with the vocabulary, writing, and reading suggestions mentioned Instruction: visuals have been included through PowerPoint presentations, video already, students with special needs may be given extra time to clips, and art to help build student background knowledge and to allow complete activities, especially any writing assignments. Students them to make connections with unfamiliar vocabulary. should be encouraged to work with competent partners.

GATE: Several extension activities have been noted throughout individual lesson plans. These activities are meant to be independently completed and require students to tap into their higher-order thinking skills.

SAUSD Common Core Unit 5 ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner SAUSD Common Core Lesson Planner Teacher:

Unit: Intro to Grade Level/Course: Duration: 3 Days Myths ELA Grade 9 Date: Lesson #: 1 Big Idea: Patterns allow us to make sense of our world. Essential Question: What are the criteria of a myth? What patterns exist in myths? Reading Literature

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading Informational Text

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing

Common W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, Core using valid reasoning and relevant and sufficient evidence. Standards Speaking and Listening

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Language

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Materials/  Resource 1.1 Anticipatory Guide Resources/  Resource 1.2 Myths and Mythology (1090 Lexile) Lesson  Optional Video: “Myths and Archetypes of Mesopotamia” (link found on SAUSD Preparation webpage = http://www.sausd.us/Page/22743); length = 6:46 minutes  Resource 1.3 Three Criteria of a Myth (optional visual piece – link found on SAUSD webpage = http://www.sausd.us/Page/22743; hard copy also provided)  TED Talks Video (1st 3 minutes): Devdutt Pattanaik’s “East vs. West – the myths that mystify” (link found on SAUSD webpage = http://www.sausd.us/Page/22743)  Patterns in Mythology PowerPoint (link found on SAUSD webpage = http://www.sausd.us/Page/22743)  Resource 1.4 TED Talks Transcript (830 Lexile) + Text-Dependent Questions  Resource 1.5 Patterns in Mythology Matrix  Resource 1.6 Evidence of Patterns Matrix  Resource 1.7 Crocodile Skin Myth (1280 Lexile)  Resource 1.8 Arachne the Spinner Myth (1020 Lexile) SAUSD Common Core Unit 6 ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner  Resource 1.9 Pre-assessment Prompt + Rubric  Paper and writing instruments (student-provided)  Highlighters (if available)  Computer and Internet access and audio capacity  Document camera  Whiteboard and markers as needed;  Dictionaries for student reference (if needed) Content: Language: Students will identify and categorize Students will collaborate with their peers to read, patterns in two myths by citing textual discuss, and analyze two myths, and apply their Objectives evidence; students will evaluate whether learning by writing a response to a prompt. certain myths meet the criteria of a myth by writing an argumentative paragraph.

Depth of Level 1: Recall Level 2: Skill/Concept Knowledge Level Level 3: Strategic Thinking Level 4: Extended Thinking Demonstrating independence Building strong content knowledge Responding to varying demands of Valuing evidence College and audience, task, purpose, and discipline Career Ready Skills Comprehending as well as critiquing Using technology and digital media strategically and capably Coming to understand other perspectives and cultures Common Core Building knowledge through content-rich nonfiction texts Instructional Reading and writing grounded from text Shifts Regular practice with complex text and its academic vocabulary KEY WORDS ESSENTIAL TO

WORDS WORTH KNOWING UNDERSTANDING pattern, myth, mythology, criteria, Video – customized, clash elements, archetype “Arachne” – reputation, nymphs

Video – symbols, rituals, culture, rational, rationality, illogical “Crocodile” – bask EXPLANATION HER PROVIDES SIMPLE

TEAC “Arachne” – spinner, weaver, loom, tapestry, mortal Video – logos, mythos, objective, “Arachne” – exquisite, overwhelming, produce (Tier II & Tier III) & II (Tier Academic Vocabulary Academic subjective, superstition “Crocodile” – exposed, transformed, bulging “Arachne” – splendid, folly

THE MEANING “Crocodile” – admire, transformed,

STUDENTS FIGURE OUT humilating Pre-teaching Teacher Preparation Considerations  Be sure you can access the video clips and PowerPoints from links found on SAUSD webpage = http://www.sausd.us/Page/22743  Students will be working in pairs, so you may want to pre-select the pairs. SAUSD Common Core Unit 7 ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner Lesson Delivery Check method(s) used in the lesson:

Instructional Modeling Guided Practice Collaboration Independent Methods Practice Guided Inquiry Reflection Prior Knowledge, Context, and Motivation: This lesson is meant to access students’ prior knowledge related to myths and provides students with the opportunities to bridge their personal experiences to new learning. It is also designed to set up the criteria of what a myth is with a focus on the patterns present in mythology. The criteria/patterns of myths will be repeated throughout the unit. The essential question for this lesson is therefore more content focused than cross-curricular/big picture. Students will complete a pre-assessment at the end of this lesson, which requires them to write an argumentative paragraph based on the established criteria/patterns discussed in class. This unit was designed with the assumption that students were already familiar with claim, evidence, and explanation as the structure of argumentative writing; however, the assessment for this lesson is to be used as a pre-assessment which can be used to decide if students need re-teaching, more practice, or enrichment.

Day 1 What are the criteria of a myth?

Preparing the Learner 1. Students independently complete the Anticipatory Guide (Resource 1.1) in their student workbook by placing an “x” or a check mark in the “agree” or “disagree” column for each of the statements. They must also write a sentence explaining why they agree or disagree with each statement.

2. In pairs, partner A reads statement #1 and then shares his/her opinion and explanation while partner B listens attentively.

3. Next, Partner B acknowledges Partner A’s response and then shares his/her opinion.

4. Partners continue alternating as such until they reach the last statement.

Possible Language Supports for Agreeing and Disagreeing (Adapted from Sonja Munevar Gagnon’s lesson “The Teen Brain”) Agreeing I agree with the statement that ______because ______. I agree with you that ______because ______. I share a similar belief with you because ______.

Disagreeing I disagree with the statement ______because ______. I disagree with you. I believe ______because ______. Although you make a valid point, I feel that _____ because ____.

SAUSD Common Core Unit 8 ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner 5. If there is time, partners may now discuss and comment on each Differentiated other’s responses. Instruction:

6. Teacher explains that for the next few weeks, the class will be English reading different myths that explore some of the statements that Learners and they just responded to, but first they will need to examine what a Students Who myth is. Need Additional Support: 7. Teacher asks the class which Thinking Map would be appropriate Model how to to answer the question, “What is a myth?” and call on a student to complete the answer. Possible answer - Since the question is asking for a Anticipatory definition/description, a Circle Map would be appropriate to take Guide (especially notes on what a myth is. the explanation).

8. Students take out a sheet of paper and create a Circle Map in Allow students to which they will brainstorm answers to the question, “What is a use the sentence myth?” Teacher can model the Circle Map for students as needed. frames. Students should write the word “Myth” in the center circle. (Teacher may ask students to figure out what to write in the center Group struggling circle based on the question asked.) students with a more capable Body of the peer. Lesson: Activities/ Questioning/ To provide Tasks/ students who may Strategies/ not be familiar Technology/ Engagement with myths with a reference, consider showing the optional video, “Myths and Archetypes of Mesopotamia” (link found on SAUSD webpage as follows: http://www.sausd. 9. Students turn to Resource 1.2 – Myths and Mythology. (This text us/Page/22743). is provided to build background.) Teacher can read the first Use the video to paragraph aloud while students follow along; then have students guide the turn to a partner and take turns reading the next two paragraphs discussion of aloud to each other. This is especially helpful for EL’s who need to what a myth is. practice reading aloud in a safe environment. Teacher may 10. After completing the reading, students will fill in more information project/post the about myths in their Circle Maps based on the reading. visual, “Three Criteria of a 11. Teacher explains the following: We can use definitions to identify Myth” (Resource criteria. “Criteria” means requirements; it can be used to identify, 1.3), to support classify, or verify. For example, if the criteria for a student to get a learning. The SAUSD Common Core Unitjob include being at least 15 years old and having a 2.0 GPA, you resource is9 ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner must meet both of those requirements, or you cannot get a job. If provided in the the criteria for being a robin include having a beak and red student materials. feathers, and you are looking at a bird with a beak and blue feathers, the bird is not a robin. All of the criteria must be met. Play Pattanaik Students may need more practice with using the word “criteria.” If video two times so, consider providing them with examples and non-examples of instead of once. criteria and work with them to identify the differences. Some students may benefit from 12. Teacher has students write the question, “What are the criteria of a listening to the myth?” in the frame of reference and then asks them to highlight video along with or underline it. the transcript while completing 13. Teacher explains that they will now answer that question by the text dependent highlighting/circling key words from their notes in the Circle Map. questions. On The following phrases/ideas must be highlighted (have students Day 2, you may add them if they are not already on the Circle Map): need to play the video again for Myths: better recall.  are connected to regions, traditions, OR belief systems (the “OR” is important here as it signifies that only one of the three Have students list items is necessary to meet the criteria) the seven patterns  answer “why?” (from the Patterns  follow patterns in Mythology Matrix, Resource Model this for students to ensure they have accurate criteria. Based on 1.5) on the top of the reading, there are several other criteria that could be added, but each myth. Also, due to the nature of the lesson’s assessment and for the sake of time, the since this criteria were limited to three. resource will be used throughout Interacting With the Text the unit, teacher should ensure that 14. Teacher explains that the class will now be watching a short students have the video clip that will provide them with more information about most accurate myths and tells students to turn to the transcript for Devdutt information. Pattanaik’s “East vs. West – the myths that mystify” (Resource Review and 1.4). Note: Dr. Devdutt Pattanaik is an Indian physician turned provide corrective leadership consultant, mythologist, and author whose works feedback as focus largely on the areas of myth, mythology, and also necessary. management. He is the “Chief Belief Officer” of Future Group, one of India’s largest retailers, bringing the wisdom of Indian Some students mythology into business, especially in human resource will benefit from management. teacher-guided reading or reading 15. Teacher previews the text-dependent questions at the end of the with a partner to transcript and tells students that they will need to answer the support questions based on the video. comprehension.

16. Teacher plays video (twice if needed). Be sure to stop the video Students who at the place where the transcript ends. struggle with reading may 17. Students answer questions using the transcript. After finishing SAUSD Common Core Unit benefit from1010 ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner independently, students will share their answers with a partner. modeling of Teacher will circulate through the room to check for reading. Instead understanding. of students reading different Sample answers (for teacher use only): paragraphs, they 1. According to Pattanaik, a myth is… may take turns  a belief system that we carry. reading the same  every culture trying to understand itself. paragraph. The  a reaction to nature. stronger reader 2. In trying to understand “my world,” myths help may read the because… paragraph first,  they tell why. then the reader  they help a culture understand itself. who needs more  they are personal. support will re-

3. How do myths reflect cultural beliefs and values? read the  they are personal to each culture. paragraph.  they are a belief system that people of the culture 18. Teachercarry. calls on students to share their answers. For the pre-  they are used in a culture’s rituals. assessment piece, teacher may support students Extending Understanding (can be done for homework) by re-reading the text aloud to them 18. Teacher asks students to identify and label evidence of the and providing criteria of a myth in the story of Ganesha and his brother clarification as Kartikeya that Devdutt Pattanaik told at the beginning of the needed. Some video. Tell students to use the transcript to underline or highlight students may evidence of each of the criteria and label which criteria it meets. benefit from These directions and an example are provided on the student having the teacher worksheet (Resource 1.4). provide an oral explanation. Due to the nature and Day 2 What patterns exist in myths? needs of some of our students, Preparing the Learner teacher may have 1. Teacher reminds students of the part of the video they saw the to provide previous day where Pattanaik says, “You realize that different significant people of the world have a different understanding of the world. support, noting Different people see things differently – different viewpoints.” where the support (It may be helpful to write this out on the board.) was provided in order to inform 2. Teacher explains that because different cultures see things assessment. differently, the criteria for patterns in mythology can sometimes be difficult to identify. So we will be using the “Patterns in To support Mythology Matrix” (Resource 1.5) in the student workbooks to students’ writing, list and explain some common patterns found in myths as we use the “Writing view a PowerPoint. (A Tree Map can be used instead of Paragraphs” Resource 1.5 for this activity if the teacher prefers, but lessons for explanations from the PowerPoint are included on the matrix Benchmark/ provided.) Strategic or SAUSD Common Core Unit Intensive 1111found in ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner 3. Teacher asks students to turn to their “Patterns in Mythology the SAUSD 9th Matrix” (Resource 1.5) in their workbook and tells them that Grade Writing they will be taking notes in the two empty columns (the Notebook. These explanations have been provided in the first column). Using the lessons can be examples from the PowerPoint, students will complete the found second column. They will fill in the “Where have you seen it?” electronically column at certain intervals during the PowerPoint when they are under the asked to turn and talk. (After students have talked with each “Foundations for other about where they have seen the patterns and have finished Writing” section writing down their answers, teacher will continue on with the of the SAUSD PowerPoint slides.) Also, tell students that all of this information curriculum web will be used throughout the unit, so it is crucial that they page by following understand it and ask questions. this link: http://www.sausd. 4. Teacher starts the PowerPoint and reads the explanation, then us/Page/13677. goes over the examples of “Natural Elements” as students add them to their matrix. Accelerated 5. Before moving on to “Animals,” teacher asks students to turn Learners: and talk with a partner about where they have seen this pattern Have students use used before. You might model it the first time by leading an Depth & informal discussion. Note: Because students may not be familiar Complexity icons with many myths, it is okay to accept examples from different to annotate texts genres. The point of this activity is to activate prior knowledge (see Appendix for about the symbolic meaning of each of the patterns, so if they a visual mention Disney movies or video games, that is acceptable. Just representation of be sure to point out that patterns that are found in myths have the icons). often become archetypes whose meanings transcend place, time, and genre (as stated in “Myths and Mythology,” Resource 1.2). Have students create a Double 6. Teacher and students continue with steps 4 and 5 for each of the Bubble Map seven patterns. comparing the two myths. 7. Teacher reminds students that all of this information will be used throughout the unit, so it is crucial that they understand it and Instead of writing ask questions when they have access to it. one paragraph for the Extending 8. Teacher asks students to turn to the “Evidence of Patterns Understanding Matrix” (Resource 1.6) in their student workbooks and explains activity at the end that for the next few days, they will be reading several myths of the lesson, and they will use this matrix to identify examples of the patterns, have students which they have just learned about, in the following two write a four readings. paragraph essay that includes an Interacting With the Text introduction and 9. Teacher instructs students to turn to the “How the Crocodile Got conclusion, and Its Skin” myth (Resource 1.7) in their student workbooks. that requires students to prove Reading 1-2 that both stories 10. Teacher reads the myth aloud straight through while students are actually myths listen and follow along. SAUSD Common Core Unit based on 1212the ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner criteria. 11. Teacher then tells students that they will be re-reading the myth and marking the text (annotating) as they read. They need to place a “?” next to any confusing parts or words they do not know the meaning of. They should also place a “” next to any ideas that they connect with or that remind them of something else. Encourage students to write out their ideas on their papers next to the symbols. In order to model the activity, teacher will read the first paragraph while marking the text (students do not copy marks). For example, teacher might draw a “” next to the line, “He began thinking he was better than the other animals and started bossing them around.” Teacher could then write something like, “This reminds me of my older brother when my parents let him babysit me for the first time.”

12. Students then read the entire myth independently while annotating the text.

13. Students share their marks with a partner and try to help clarify any points of confusion (marked with a “?”) for each other.

14. Teacher calls on students who still have unanswered questions and addresses the questions they have. Teacher can also call on a couple of students to share their connections (marked with a “”) if time permits. Reading 3 15. Teacher tells students that for the third read, they will be finding evidence of the patterns they previously learned about. Remind students that they will be looking for places where the myth uses natural elements, animals, colors, circles, creation, heroes, and females.

16. Teacher reads the first paragraph and models how to highlight and label evidence of the patterns. For example, the teacher could highlight the line, “the crocodile would spend all day in the muddy waters and only come out at night,” and label it “Animal” for crocodile, and “Natural Element” for muddy waters and night. Students should complete this section with the teacher.

17. In pairs, students take turns reading the rest of the myth aloud one paragraph at a time. They will alternate paragraphs (i.e., Partner A reads the odd numbered paragraphs, and Partner B reads the even numbered paragraphs). The student who is not reading will highlight places where the patterns are used and label the type of pattern (i.e., Partner B highlights/labels while Partner A reads, and vice versa). After reading each paragraph, the partner that highlighted/labeled evidence will help his/her partner to highlight the same information on his/her copy of the SAUSD Common Core Unit 1313 ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner myth. This process should continue for the rest of the myth.

18. After reading the entire myth, students will transfer their evidence onto the “Evidence of Patterns Matrix” (Resource 1.6) by quoting the text in the appropriate box. Sample answer for the first blank box (Natural Elements in “How the Crocodile Got Its Skin”) – “the crocodile would spend all day in the muddy waters” OR “started coming out of the water to bask…even while the sun was shining”

19. Teacher calls on students to share their answers with the class.

Extending Understanding 20. Pose the following Exit Slip prompt: Why is “How the Crocodile Got Its Skin” a myth? It is a myth because ______.

Day 3 What patterns exist in myths?

Interacting With the Text 1. Teacher reminds students that previously they learned about the criteria of a myth, and most recently they learned about seven types of patterns that exist in myths.

2. Teacher informs students that today they will be reading a new myth titled, “Arachne the Spinner” (Resource 1.8).

3. Teacher asks students to turn to “Arachne the Spinner” (Resource 1.8) in their workbooks and tells them that they will be following the same steps for this myth that they did previously with the crocodile skin myth.

4. Teacher reminds students how to complete the steps to read, annotate, and analyze the myth for its patterns (see “Interacting with the Text” steps 10-18 from Day 2-3). Model the steps again if necessary.

5. For the first read, you may choose to read the entire myth aloud, call on students to read aloud in paragraphs, or have students read independently.

6. After students complete all the steps, including recording their evidence on the “Evidence of Patterns Matrix” (Resource 1.6), have them share out their answers with the class; alternatively, you might have students get into partners or small groups and take turns sharing with each other.

SAUSD Common Core Unit 1414 ELA Grade 9 Intro to Mythology, Lesson 1 Lesson 1 Planner Extending Understanding (Pre-assessment) 7. Teacher projects, reads, and explains the following pre- assessment prompt and rubric (Resource 1.9) to students:

In order for a story to be classified as a myth, it must meet the following criteria:  connected to regions, traditions, or belief systems  answers “why?”  follows patterns Choose one of the myths that we read in class, either “How the Crocodile Got Its Skin” or “Arachne the Spinner.” Use it to answer the question, “Why is __(title of your chosen myth)__ a myth?” In an argumentative paragraph, make a claim about why that text qualifies as a myth. Also, be sure to use and explain textual evidence to prove that the myth you’ve selected is actually a myth. Be sure to address all three criteria. *Because this paragraph is meant to be a pre-test, students must complete it independently.

Scoring Rubric: Language Claim Evidence Explanation Conventions (grammar, capitalization, punctuation, spelling) ______Strong (5) Convincing (5) Thorough (5) Few errors (5) ______Fair (3) Included (3) Included (3) Some errors (3) ______Under- _____ Many errors Weak (1) Un-related (1) developed (1) (1)

Lesson Reflection Teacher Reflection Evidenced by Student Learning/ Outcomes

SAUSD Common Core Unit 1515 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.1

Anticipatory Guide: Thinking about My World

Opinion Explanation Agree Disagree

Patterns help us 1. figure things out.

Stories that people tell 2. reflect their beliefs and values.

You can’t learn 3. anything from animals.

The colors you 4. like tell people who you are.

Where you come 5. from is very important.

There is no reason why 6. things happen the way they do.

A hero always 7. makes the right decisions.

SAUSD Common Core Unit 1616 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.2

Myths and Mythology Adapted from Holt Literature & Language Arts, Third Course

Age of Mythology Wallpaper by RogueDragon (http://www.hdwpapers.com)

Every culture has its myths: stories that are connected to the region, traditions, or belief systems of the culture that produced them. Myths tell people where they came from, where they are going, or how they should live. Myths predate science; therefore, they provide imaginative explanations for the origins of things. They answer questions like, “Why is there evil in the world?” or “Why do we die?” or “Why do the seasons change?”

Most myths grew out of belief system rituals, and almost all of them involve the influence of “gods” on human affairs. Myths are narratives, which are built on a series of causes and effects. One event happens in a myth, which causes another event to happen, and so on. The term mythology can refer either to a collection of myths or to the study of myths.

Many archetypes come from myths. Archetypes are very old patterns or images that recur over and over again in literature. Archetypes can be characters (such as the sacrificial hero), plots (such as the heroic quest), animals (such as lambs, wolves, and serpents), or settings (such as the place of perfect happiness). Myths also follow patterns in the use of symbols like colors and circles.

SAUSD Common Core Unit 1717 ELA Gr a a Three Criteria of a Myyyth de 9IntrotoM y thology, Lesso n n It is connecttded to regions, ttditiraditions, or bblifelief 1 systems. It answers “h?”“why?” It follows patterns. Resou r r ce 1.3

From http://www.crystalinks.com

SAUSD Common Core Unit 1818 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.4

Transcript for Devdutt Pattanaik’s “East vs. West -- the myths that mystify” (from Ted Talks – www.ted.com/talks)

1 To understand the business of mythology and what a Chief Belief Officer is supposed to do, you 2 have to hear a story of Ganesha, the elephant-headed god who is the scribe of storytellers, and 3 his brother, the athletic warlord of the gods, Kartikeya. The two brothers one day decided to go 4 on a race, three times around the world. Kartikeya leapt on his peacock and flew around the 5 continents and the mountains and the oceans. He went around once, he went around twice, he 6 went around thrice. But his brother, Ganesha, simply walked around his parents once, twice, 7 thrice, and said, "I won." "How come?" said Kartikeya. And Ganesha said, "You went around 8 'the world.' I went around 'my world.'" What matters more?

9 If you understand the difference between “the world” and “my world,” you understand the 10 difference between logos1 and mythos2. “The world” is objective, logical, universal, factual, 11 scientific. “My world” is subjective. It's emotional. It's personal. It’s perceptions, thoughts, 12 feelings, dreams. It is the belief system that we carry. It's the myth that we live in. 13 “The world” tells us how the world functions, how the sun rises, how we are born. “My world” 14 tells us why the sun rises, why we were born. Every culture is trying to understand itself: "Why 15 do we exist?" And every culture comes up with its own understanding of life, its own customized 16 version of mythology.

17 Culture is a reaction to nature, and this understanding of our ancestors is transmitted generation 18 from generation in the form of stories, symbols and rituals, which are always indifferent to 19 rationality. And so, when you study it, you realize that different people of the world have a 20 different understanding of the world. Different people see things differently— different 21 viewpoints.

22 There is my world and there is your world, and my world is always better than your world, 23 because my world, you see, is rational and yours is superstition. Yours is faith. Yours is illogical. 24 This is the root of the clash of civilizations…

1 Logos: the rational (logical) principle that governs and develops the universe 2 Mythos: the underlying system of beliefs, especially those dealing with supernatural forces, characteristic of a particular culture

SAUSD Common Core Unit 1919 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.4

Text-Dependent Questions:

1. According to Pattanaik, a myth is ______

______.

2. In trying to understand “my world,” myths help because ______

______

______.

3. How do myths reflect cultural beliefs and values?

______

______.

Extending Understanding:

Identify and label evidence of the criteria of a myth in the story of Ganesha and his brother Kartikeya that Devdutt Pattanaik told at the beginning of the video. Use the transcript to underline or highlight evidence of each of the criteria and label which criteria it meets. Use the criteria descriptions below to guide your work:

Three criteria of a myth: 1. Myths are connected to regions, traditions, or belief systems. 2. Myths answer the question “why?” 3. Myths follow patterns.

For example, Ganesha, the elephant-headed god (line 2) shows that the myth is connected both to a belief system (god) and the region’s animals (elephant).

SAUSD Common Core Unit 2020 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.5

Patterns in Mythology Matrix

Examples Where have you seen it? Pattern Explanation (Take notes) (Turn and talk)

Elements found in nature are often used Natural symbolically in myths. Elements

In myths, animals can represent human Animals qualities, distractions, or desires. The animals used vary depending on the culture.

Colors Colors are often used symbolically in myths.

Circles are often used in myths to represent Circles cycles, unity, and life.

Creation myths explain why things exist or Creation why things are the way they are.

Mythological heroes complete a difficult Heroes task despite temptations and receive a reward upon completion.

Normally, the female archetype takes one of Females two forms: Good or Evil.

SAUSD Common Core Unit 2121 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.6

Evidence of Patterns Matrix “How the Crocodile Got Its Skin” “Arachne the Spinner”

Natural Elements

Animals

Colors

Circles

Creation

Heroes

Females

SAUSD Common Core Unit 2222 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.7

How the Crocodile Got Its Skin

This story is paraphrased from a book called "The Secret of the Crocodile", a Namibia Oral Tradition Project, published by New Namibia Books. Retrieved from http://www.gateway-africa.com.

1. The crocodile originally had a smooth golden skin, and it stayed that way because the

crocodile would spend all day in the muddy waters and only come out at night. All the

other animals would come and admire its beautiful golden skin.

2. The crocodile became very proud of its skin and started coming out of the water to bask

in the other animals' admiration, even while the sun was shining. He began thinking he

was better than the other animals and started bossing them around.

3. The other African animals became bored with his change in attitude and fewer and fewer

started showing up to look at his skin. But each day that the crocodile exposed his skin to

the sun it would get uglier and bumpier and thicker, and was soon transformed into what

looked like bulging armor.

4. Crocodile never recovered from the humiliating shame and even today will disappear

from view when others approach, with only his eyes and nostrils above the surface of the

water.

SAUSD Common Core Unit 2323 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.8

Arachne the Spinner Greek myth retrieved from http://myths.e2bn.org

1. A long time ago in a place called Lydia lived a young spinner and weaver called

Arachne. Lydia had a reputation for producing splendid textiles and had some of the

finest spinners and weavers in the world. No spinner or weaver was more talented or

gifted than Arachne. Arachne wove all sorts of beautiful pictures into her cloth. Often the

scenes were so lifelike that people felt they could almost touch and feel what was going

on. Visitors travelled many miles to see her beautiful work. Not only were her finished

products beautiful to look at, but just watching her weave was a sight to behold. Even the

nymphs of the forest would stop their play and look on in wonder.

2. Arachne was rightly very proud of her work but she was also very arrogant. So

remarkable were her works that observers often commented that she must have been

trained by Athena, the goddess of wisdom and crafts, also known for her ability to spin

and weave beautiful pictures. Arachne was scornful of this. Why, she said, should she,

with all her talent, be placed in an inferior place to the goddess? She would tell visitors

that the Goddess herself could not produce work any better.

3. When news of Arachne's bold claim reached Athena she was very angry, but she decided

to give the young woman a chance to redeem herself. So one day she disguised herself as

an old peasant woman and went to visit Arachne. She gently warned her to be careful not

to offend the gods by comparing her talents to those of an immortal. But Arachne told the

old woman to save her breath. She boasted that she welcomed a contest with Athena, and,

if she lost, would suffer whatever punishment the goddess decided. At this Athena

revealed her true form. The visitors who had come to watch Arachne's weaving were very

SAUSD Common Core Unit 2424 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.8

afraid, but Arachne stood her ground. She had made a claim, and she would prove it. It

was decided they would compete by each creating a tapestry. The two of them set up

their looms in the same room and the contest began, the mortal Arachne at her loom and

the goddess Athena at hers. They wove from early in the morning until it got too dark to

see. The next day they compared what they had done.

4. Athena had woven a stunning cloth showing the gods and goddesses together on Mount

Olympus doing good deeds for people. A beautiful scene had developed from the threads.

Those witnessing the competition marveled at the work produced by the goddess.

Arachne, however, had woven a cloth that made fun of the gods and goddesses. It showed

them getting drunk and behaving very badly. Nevertheless, so exquisite was the mortal's

work that the characters in the scene were lifelike. When Athena saw it she was even

angrier than she had been before. She was forced to admit that Arachne's work was

flawless but the disrespectful choice of subject made her finally lose her temper. Athena

destroyed Arachne's tapestry and loom. Then she touched her forehead, making sure that

she felt guilt for her actions.

5. Arachne was ashamed, but the guilt was so overwhelming it was far too deep for a mortal

to bear. Realizing her folly Arachne was crushed with shame. Terrified and in turmoil she

ran into a nearby wood and hanged herself from a tree. Athena had not expected Arachne

to take her own life and took pity on her. Sprinkling Arachne with the juices of the

aconite plant, Athena loosened the rope, which became a cobweb; then she said gently,

"Spin if you wish to spin." At this Arachne slowly came back to life but not in human

form, for as Athena spoke her words, Arachne's nose and ears disappeared, her arms and

legs became long and slender and new legs grew beside them, then her whole body

shrank until she was just a tiny little spider. For the rest of her life Arachne was to hang

SAUSD Common Core Unit 2525 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.8

from a thread and to be a great weaver, and the descendants of Arachne still weave their

magic webs all over the earth today.

SAUSD Common Core Unit 2626 ELA Grade 9 Intro to Mythology, Lesson 1 Resource 1.9

Pre-assessment: Writing an Argument

______

Scoring Rubric:

Language Conventions Claim Evidence Explanation (grammar, capitalization, punctuation, spelling) _____ Strong (5) _____Convincing (5) _____ Thorough (5) _____ Few errors (5)

_____ Fair (3) _____ Included (3) _____ Included (3) _____ Some errors (3)

_____ Weak (1) _____Un-related (1) _____ Under- _____ Many errors (1) developed (1)

SAUSD Common Core Unit 2727 ELA Grade 9 Intro to Mythology, Lesson 2 Lesson 2 Planner SAUSD Common Core Lesson Planner Teacher:

Unit: Intro to Grade Level/Course: Duration: 2-3 days Myths ELA Grade 9 Date: Lesson #2 Big Idea: Patterns allow us to make sense of our world. Essential Question: What patterns do myths use to explain our world? Reading Literary Text

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Writing

Common W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, Core and using valid reasoning and relevant and sufficient evidence. Content Standards Speaking and Listening

Language

L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Materials/  Video: “Hindu Beginning of the World Story” (link found on SAUSD webpage = Resources/ http://www.sausd.us/Page/22743); length = approximately 3 minutes Lesson  Resource 2.1 Warm-up: Responding to Video Clip Preparation  Resource 2.2 A Summary of How the World Was Made (Optional Companion Text – 940 Lexile)  Resource 2.3A The Beginning of Things Part 1 (1360 Lexile)  Resource 2.3B-E The Beginning of Things Parts 2-5 (see Lexile levels in “Pre- teaching Considerations” below)  Resource 2.4 Collaborative Annotation Chart: The Beginning of Things Part 1  Resource 2.5 Collaborative Annotation Chart: The Beginning of Things Part__  Resource 2.6 Myth Comparison Matrix: The Beginning of Things  Resource 2.7 Writing Prompt  Resource 2.8 Model Paragraph (optional outline)  Paper and writing instruments (student-provided)  Computer and Internet access and audio capacity  Document camera  Whiteboard and markers as needed  Blank white paper for mini-poster SAUSD Common Core Unit Dictionaries for student reference (if needed) 2828 ELA Grade 9 Intro to Mythology, Lesson 2 Lesson 2 Planner Content: Language: Students will analyze how myths Students will discuss and explain their ideas include similar patterns and how these based on the readings presented and shared in Objectives myths explain important ideas/beliefs class by participating in a Jigsaw. about the world in which we live.

Depth of Level 1: Recall Level 2: Skill/Concept Knowledge Level 3: Strategic Thinking Level 4: Extended Thinking Level Demonstrating independence Building strong content knowledge Responding to varying demands of Valuing evidence College and audience, task, purpose, and discipline Career Ready Skills Comprehending as well as critiquing Using technology and digital media strategically and capably Coming to understand other perspectives and cultures Common Building knowledge through content-rich nonfiction texts Core Reading and writing grounded from text Instructional Shifts Regular practice with complex text and its academic vocabulary

KEY WORDS ESSENTIAL TO WORDS WORTH KNOWING UNDERSTANDING creation, symbolize, conflict

Video: Hindu

HER PROVIDES HER

“The Beginning of Things” – accounts, TEAC

SIMPLE EXPLANATION legend, giants, dwarfs Video: lotus fierce, abyss, whence, arching, bristling, swift, spiteful, dens, ruddy “The Beginning of Things” – combat,

(Tier II & II III) (Tier Tier

Academic Vocabulary strove, quenched, wrought, mischief, ancestor, nourished, victuals, thrusting,

MEANING forth, reckon, slew, bulk, fashioned, sprouted, globe, cinders, chariot, dew, bit, mane, dwelling, remnants, anvils,

STUDENTS FIGURE OUT THE THE OUT FIGURE STUDENTS sought, lo Pre-teaching  Be sure you can access the video clip before the class begins. Considerations  Reference the directions for conducting a Jigsaw Reading (included in lesson description) and determine base and expert groups.  You may pre-select the reading parts of The Beginning of Things for each student in the group based on their reading level: Part 2 = 1020 Lexile; Part 3 = 1120 Lexile; Part 4 = 1170 Lexile; Part 5 = 1070 Lexile.

SAUSD Common Core Unit 2929 ELA Grade 9 Intro to Mythology, Lesson 2 Lesson 2 Planner Lesson Delivery Check method(s) used in the lesson: Instruction Modeling Guided Practice Collaboration Independent al Methods Practice Guided Inquiry Reflection Prior Knowledge, Context, and Motivation: Help bridge students’ understanding of the Big Idea and Essential Questions by posing the following question: What patterns do myths use to explain our world? Explain that previously they explored the patterns that exist in mythology. Today, they will explore how these patterns help to explain the creation of the world, human beings, and cultural ideas and beliefs. Note that the next lesson will explore more in-depth how myths reflect cultural beliefs and values.

Day 1-2 What patterns do myths use to explain our world? Differentiated Instruction: Preparing the Learner: 1. Teacher will show short video clip, “Hindu Beginning of English Learners: the World Story” to students after previewing text- Allow students to dependent questions (see Resource 2.1). Explain that myths work with more not only follow patterns, but they also reveal important capable peers. ideas about where we come from. Teacher will lead a class discussion answering the following questions based on Provide sentence content from the video clip (show twice): frames for written  According to the story in the video, how was the responses. world created? How was the world described at the beginning of the myth? Possible answer: The world Model writing was nothing in the beginning but dark waters with paragraph for lesson Body of the Lord Vishnu floating on a cobra. Then a lotus flower assessment, using the Lesson: grew out of his navel and Brahma came out. Vishnu provided outline. Activities/ asked him to create the world, so he split the lotus Questioning into three parts to create the heavens, earth, and Students Who Need / Tasks/ skies. Additional Support: In addition to Strategies/  How are the first “beings” described in the myth? previewing the text- Technology/ Possible answer: The three gods are Vishnu, whose Engagement skin is blue; Brahma, who has three heads; and dependent questions Shiva, who is blue and is wearing snakes. All three for the video, “Hindu gods are wearing Indian-style ornaments. Beginning of the World Story,” teacher  What conflicts are presented in the myth? Possible may choose to stop answer: Brahma calms the wind, stills the waves, and replay for students and brings peace. the portions that give

 How does the myth end? How are the conflicts the answers. resolved, if at all? Possible answer: Brahma brings

peace before creating the plants and animals. The Prior to reading The myth ends with Lord Shiva destroying the universe. Beginning of Things, read the companion text, A Summary of Interacting with the Text: Collaborative Annotation Chart How the World Was Teacher will model how to complete the Collaborative Annotation Made (Resource 2.2). Chart as well as introduce the Norse myth by taking students SAUSD Common Core Unit 3030 ELA Grade 9 Intro to Mythology, Lesson 2 Lesson 2 Planner through the process of analyzing “The Beginning of Things” Part 1 Use Lexile levels to (Resource 2.2, 1360 Lexile for Part 1). inform student 2. Read The Beginning of Things Part 1 (Resource 2.3A) grouping for the aloud without stopping to explain the text. Jigsaw activity. 3. Have students use the Collaborative Annotation Chart: The Beginning of Things Part 1 (Resource 2.4) in order to Students who struggle practice annotating the text as the teacher models the with reading and/or process using a document camera. Note: Once in groups, require additional students will need to collaborate using the sample language support in supports shown on the charts (Resources 2.4 and 2.5). comprehension would Model this process and have students practice before they benefit from reading go into their groups. the text in a guided small homogenous

group. Teacher can

assist struggling Interacting with the Text: Jigsaw Reading readers to complete 4. Divide the class into heterogeneous base groups containing their portion of the 4 students each. Assign each student in the base group to a task before going to different expert group. (They will only be in this base group their collaborative for a few minutes while you are assigning them to an expert groups, and can help group.) Before breaking out into the second group, double students practice the check that each student knows which part of the myth s/he language frames in will be reading. Note: Although the myth is a single order to prepare them narrative, each part has a brief explanation of what came so collaborate before (if needed to set the scene), and the parts will be told productively with their in order when students return to their base groups. groups.

Expert group A- The Beginning of Things Part 2 – 1020L Give extra time to Expert group B- The Beginning of Things Part 3 – 1120L complete poster, Expert group C- The Beginning of Things Part 4 – 1170L maybe for homework. Expert group D- The Beginning of Things Part 5 – 1070L Provide sentence

5. Once students regroup into expert groups, explain that they frames for written will have about 15 minutes to read independently (or with a responses. partner as a scaffold, if needed) and annotate the text using the Collaborative Annotation Chart (Resource 2.5). Note: Students who require Students may need to use dictionaries to assist with difficult additional support in vocabulary. writing will benefit from the use of the 6. After completing their own annotations, students will work optional “Model with a partner in their group taking turns to discuss their Paragraph” outline annotations using the language frames provided on the (Resource 2.8). chart. Students may need help and clarification 7. After everyone has read and shared with a partner, students in completing the should work collaboratively to answer the questions on the outline to assist in Myth Comparison Matrix: The Beginning of Things generating writing. (Resource 2.6) for their assigned part of the myth. To

facilitate their collaboration, you may choose to assign group members a specific question or have them each take SAUSD Common Core Unit 3131 ELA Grade 9 Intro to Mythology, Lesson 2 Lesson 2 Planner turns answering a question. Accelerated Learners: Extending Understanding: Re-presentation Student may create a Double Bubble Map 8. Distribute sheets of blank white paper to each student. comparing and Direct them to recreate their part of the myth in a visual contrasting their format. They may brainstorm as a group and discuss key assigned myth with images, elements, scenes from the myth. However, each another myth/story student should create his or her own poster re-presentation they can think of on of the myth. The scaffold of re-presenting a text allows for their own. students to demonstrate their understanding of the original text in a new format.

9. For this lesson, Day 1 will probably come to a close before students can regroup into their base groups. Before the closing activity, however, remind students that they will be presenting their part of the myth to their base groups the next day.

Day 2-3

1. On Day 2, have students sit with their original, base groups. Explain that each student will present his/her part of the myth (in order) to the rest of the group focusing on the following points:  Summarize the myth in your own words  Display your drawing of the myth and explain the key images or elements you included in the drawing.  Orally share the answers on the Myth Comparison Matrix (Resource 2.6). You should be speaking, not passing your handout around.  Every student will present and every student will be taking notes individually on the Myth Comparison Matrix (Resource 2.6).

2. Reconvene as a whole group and discuss what major ideas or cultural beliefs/values are presented in each part of the myth. Suggested Discussion Points for after Jigsaw presentations:  What similarities or patterns did you find in the different parts of the myth as a whole group?  What does this myth explain about our world?  What values or important ideas does this myth discuss or point out?

3. Explain that students will be transitioning into a writing assignment that will test their understanding of how myths explain things about the world.

SAUSD Common Core Unit 3232 ELA Grade 9 Intro to Mythology, Lesson 2 Lesson 2 Planner Assessment 4. Explain the writing assignment prompt (Writing an Argument #2, Resource 2.7): Write an argumentative paragraph in response to the following questions and guidelines:  What do myths teach us about our world?  How do myths explain the world in which we live?  Provide specific examples from the entire myth we read, The Beginning of Things, not just your own part of the myth.  Think about the lesson that is being taught in the myth and provide examples.  Be sure to make a claim about what these examples are supposed to teach you about the world. *After reviewing the first paragraph students wrote in Lesson 1, you may assign this paragraph for students to write independently or you may choose to present an outline with sentence frames (Resource 2.8). Scoring Rubric: Claim Evidence Explanation Grammar*

_____ Strong ______Few (5) Convincing Thorough (5) errors (5) (5) ______Some _____ Fair (3) Included (3) Included (3) errors (3)

_____ Weak _____ Un- _____ Under- _____ Many (1) related (1) developed (1) errors (1)

*(Focus on either capitalization/punctuation OR sentence structure) Lesson Reflection Teacher Reflection Evidenced by Student Learning/ Outcomes

SAUSD Common Core Unit 3333 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.1

Warm-up: Responding to Video Clip: “Hindu Beginning of the World Story” Essential Question: How do myths explain the world?

1. According to the story in the video, how was the world created? How was the world described at the beginning of the myth?

______

2. How are the first “beings” described in the myth?

______

3. What conflicts are presented in the myth?

______

4. How does the myth end? How are the conflicts resolved, if at all?

______

SAUSD Common Core Unit 3434 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.2

A Summary of How the World Was Made (Norse Myth) From Shmoop.com

 Odin and his brothers, Vili and Vé, create Middle-Earth (the world of humans) from the body of a giant.  The three brothers kill a giant named Ymir.  They create the world from his body, using the different body parts to make different things:  From his flesh and some of his bones, they make the land and rocky mountains.  They use his blood to make the sea and other bodies of water.  Ymir's teeth and some of his bones become gravel and boulders.  The three brothers place Ymir's skullcap above the earth and place a dwarf at each of the earth's four corners. These dwarves are named North, South, East, and West.  They use Ymir's eyebrows to create a protective fortress around the earth, in order to prevent the giants from ever entering it. They call this place Midgard, or Middle-Earth.  From Ymir's brain, they make the clouds.  They make a place for the sparks that are shooting out of Muspelheim, the primordial fire-world that they have now separated from the earth. These sparks become the stars, sun, and moon.  The dark and beautiful daughter of a giant, Night, has a son with one of the Aesir gods, a bright and radiant boy named Day.  The gods give Night and Day chariots and horses and place them in the sky, ordering them to ride around it.  The sweat dripping off the mane of Night's horse causes the dew each morning.  Day is so bright and hot that the gods must attach bellows (blowers) to his horse's legs to keep them from burning up.  A witch that lives to the East of Middle-Earth gives birth to two giant sons in the shape of wolves. The wolf-giant Skoll chases the sun as his brother Hati chases the moon. These brothers keep the sun and moon racing around the sky, creating the cycle of day and night.

SAUSD Common Core Unit 3535 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.2

 From the maggots growing in the dead body of Ymir, Odin and his brothers create the race of the dwarves. Dwarves live in caves beneath the earth and supply the gods with iron, silver, and gold.  Odin and his brothers create other races: the light-elves, who live far above the earth in Alfheim; sprites and spirits, who populate the forest groves and streams; and animals and fish.

SAUSD Common Core Unit 3636 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.3A

The Beginning of Things

A Norse myth written down by Abbie Farwell Brown (originally published in 1902)

Part 1

1 The oldest stories of every race of people tell about the Beginning of Things. But the various folk 2 who first told them were so very different, the tales are so very old, and have changed so greatly 3 in the telling from one generation to another, that there are almost as many accounts of the way 4 in which the world began as there are nations upon the earth. So it is not strange that the people 5 of the North have a legend of the Beginning quite different from that of the Southern, Eastern, 6 and Western folk.

7 This book is made of the stories told by the Northern folk,—the people who live in the land of 8 the midnight sun, where summer is green and pleasant, but winter is a terrible time of cold and 9 gloom; where rocky mountains tower like huge giants, over whose heads the thunder rolls and 10 crashes, and under whose feet are mines of precious metals. Therefore you will find the tales full 11 of giants and dwarfs,—spirits of the cold mountains and dark caverns.

12 You will find the hero to be Thor, with his thunderbolt hammer, who dwells in the happy heaven 13 of Asgard, where All-Father Odin is king, and where Balder the beautiful makes springtime with 14 his smile. In the north countries, winter, cold, and frost are very real and terrible enemies; while 15 spring, sunshine, and warmth are near and dear friends. So the story of the Beginning of Things 16 is a story of cold and heat, of the wicked giants who loved the cold, and of the good Æsir, who 17 basked in pleasant warmth.

SAUSD Common Core Unit 3737 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.3B

“The Beginning of Things” Part 2

1 In the very beginning of things, the stories say, there were two worlds, one of burning heat and 2 one of icy cold. The cold world was in the north, and from it flowed Elivâgar, a river of 3 poisonous water which hardened into ice and piled up into great mountains, filling the space 4 which had no bottom. The other world in the south was on fire with bright flame, a place of heat 5 most terrible. And in those days through all space there was nothing beside these two worlds of 6 heat and cold.

7 But then began a fierce combat. Heat and cold met and strove to destroy each other, as they have 8 tried to do ever since. Flaming sparks from the hot world fell upon the ice river which flowed 9 from the place of cold. And though the bright sparks were quenched, in dying they wrought 10 mischief, as they do to-day; for they melted the ice, which dripped and dripped, like tears from 11 the suffering world of cold. And then, wonderful to say, these chilly drops became alive; became 12 a huge, breathing mass, a Frost-Giant with a wicked heart of ice. And he was the ancestor of all 13 the giants who came afterwards, a bad and cruel race.

14 At that time there was no earth nor sea nor heaven, nothing but the icy abyss without bottom, 15 whence Ymir the giant had sprung. And there he lived, nourished by the milk of a cow which the 16 heat had formed. Now the cow had nothing for her food but the snow and ice of Elivâgar, and 17 that was cold victuals indeed! One day she was licking the icy rocks, which tasted salty to her, 18 when Ymir noticed that the mass was taking a strange shape. The more the cow licked it, the 19 plainer became the outline of the shape. And when evening came Ymir saw thrusting itself 20 through the icy rock a head of hair. The next day the cow went on with her meal, and at night- 21 time a man's head appeared above the rock. On the third day the cow licked away the ice until 22 forth stepped a man, tall and powerful and handsome. This was no evil giant, for he was good; 23 and, strangely, though he came from the ice his heart was warm. He was the ancestor of the kind 24 Æsir; for All-Father Odin and his brothers Vili and Ve, the first of the gods, were his grandsons, 25 and as soon as they were born they became the enemies of the race of giants.

SAUSD Common Core Unit 3838 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.3C

“The Beginning of Things” Part 3 – This story begins after All-Father Odin and his brothers, the first of the gods, were born and became enemies of the race of giants.

1 Now after a few giant years,—ages and ages of time as we reckon it,—there was a great battle, 2 for Odin and his brothers wished to destroy all the evil in the world and to leave only good. They 3 attacked the wicked giant Ymir, first of all his race, and after hard fighting slew him. Ymir was 4 so huge that when he died a mighty river of blood flowed from the wounds which Odin had 5 given him; a stream so large that it flooded all space, and the frost-giants, his children and 6 grandchildren, were drowned, except one who escaped with his wife in a chest. And but for the 7 saving of these two, that would have been the end of the race of giants.

8 All-Father and his brothers now had work to do. Painfully they dragged the great bulk of Ymir 9 into the bottomless space of ice, and from it they built the earth, the sea, and the heavens. Not an 10 atom of his body went to waste. His blood made the great ocean, the rivers, lakes, and springs. 11 His mighty bones became mountains. His teeth and broken bones made sand and pebbles. From 12 his skull they fashioned the arching heaven, which they set up over the earth and sea. His brain 13 became the heavy clouds. His hair sprouted into trees, grass, plants, and flowers. And last of all, 14 the Æsir set his bristling eyebrows as a high fence around the earth, to keep the giants away from 15 the race of men whom they had planned to create for this pleasant globe.

16 So the earth was made. And next the gods brought light for the heavens. They caught the sparks 17 and cinders blown from the world of heat, and set them here and there, above and below, as sun 18 and moon and stars. To each they gave its name and told what its duties were to be, and how it 19 must perform them, day after day, and year after year, and century after century, till the ending 20 of all things; so that the children of men might reckon time without mistake.

SAUSD Common Core Unit 3939 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.3D

“The Beginning of Things” Part 4 – This story begins after the earth and heavens were made from the body of the giant, Ymir, by the god Odin and his brothers.

1 Sôl and Mâni, who drove the bright chariots of the sun and moon across the sky, were a fair 2 sister and brother whose father named them Sun and Moon because they were so beautiful. So 3 Odin gave them each a pair of swift, bright horses to drive, and set them in the sky forever. Once 4 upon a time,—but that was many, many years later,—Mâni, the Man in the Moon, stole two 5 children from the earth. Hiuki and Bil were going to a well to draw a pail of water. The little boy 6 and girl carried a pole and a bucket across their shoulders, and looked so pretty that Mâni thrust 7 down a long arm and snatched them up to his moon. And there they are to this day, as you can 8 see on any moonlight night,—two little black shadows on the moon's bright face, the boy and the 9 girl, with the bucket between them.

10 The gods also made Day and Night. Day was fair, bright, and beautiful, for he was of the warm- 11 hearted Æsir race. But Night was dark and gloomy, because she was one of the cold giant-folk. 12 Day and Night had each a chariot drawn by a swift horse, and each in turn drove about the world 13 in a twenty-four hours' journey. Night rode first behind her dark horse, Hrîmfaxi, who scattered 14 dew from his bit upon the sleeping earth. After her came Day with his beautiful horse, Glad, 15 whose shining mane shot rays of light through the sky.

16 All these wonders the kind gods wrought that they might make a pleasant world for men to call 17 their home. And now the gods, or Æsir as they were called, must choose a place for their own 18 dwelling, for there were many of them, a glorious family. Outside of everything, beyond the 19 great ocean which surrounded the world, was Jotunheim, the cold country where the giants lived. 20 The green earth was made for men. The gods therefore decided to build their city above men in 21 the heavens, where they could watch the doings of their favorites and protect them from the 22 wicked giants. Asgard was to be their city, and from Asgard to Midgard, the home of men, 23 stretched a wonderful bridge, a bridge of many colors. For it was the rainbow that we know and 24 love. Up and down the rainbow bridge the Æsir could travel to the earth, and thus keep close to 25 the doings of men.

SAUSD Common Core Unit 4040 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.3E

“The Beginning of Things” Part 5 – This story begins after the earth and heavens were made from the body of the giant, Ymir, by the god Odin and his brothers.

1 Next, from the remnants of Ymir's body the gods made the race of little dwarfs, a wise folk and 2 skillful, but in nature more like the giants than like the good Æsir; for they were spiteful and 3 often wicked, and they loved the dark and the cold better than light and warmth. They lived deep 4 down below the ground in caves and rocky dens, and it was their business to dig the precious 5 metals and glittering gems that were hidden in the rocks, and to make wonderful things from the 6 treasures of the under-world. Pouf! pouf! went their little bellows. Tink-tank! went their little 7 hammers on their little anvils all day and all night. Sometimes they were friendly to the giants, 8 and sometimes they did kindly deeds for the Æsir. But always after men came upon the earth 9 they hated these new folk who eagerly sought for the gold and the jewels which the dwarfs kept 10 hidden in the ground. The dwarfs lost no chance of doing evil to the race of men.

11 Now the gods were ready for the making of men. They longed to have a race of creatures whom 12 they could love and protect and bless with all kinds of pleasures. So Odin, with his brothers 13 Hœnir and Loki, crossed the rainbow bridge and came down to the earth. They were walking 14 along the seashore when they found two trees, an ash and an elm. These would do as well as 15 anything for their purpose. Odin took the two trees and warmly breathed upon them; and lo! they 16 were alive, a man and a woman. Hœnir then gently touched their foreheads, and they became 17 wise. Lastly Loki softly stroked their faces; their skin grew pink with ruddy color, and they 18 received the gifts of speech, hearing, and sight. Ask and Embla were their names, and the ash 19 and the elm became the father and mother of the whole human race whose dwelling was 20 Midgard, under the eyes of the Æsir who had made them.

21 This is the story of the Beginning of Things.

SAUSD Common Core Unit 4141 ELA Grade 9 Intro to Mythology Resource 2.4

COLLABORATIVE ANNOTATION CHART – THE BEGINNING OF THINGS PART 1 Lines Symbol Comment/Question/Response Partner's Comment/Question/Response

Symbol Comment/Question/Response Sample Language Support  Questions I have  The statement, “…” is confusing  I wonder what ______means because…  Confusing parts for me  I am unclear about the following ? sentence(s):  I don’t understand what s/he means when s/he says…  Important events in the narrative/plot:  One important event is…  Actions that help reveal character:  This reveals that the character… +  Other important details:  This might be important because…

 Connections  I can make a connection between this and ______.   This is related to______.

SAUSD Common Core Unit 4242 ELA Grade 9 Intro to Mythology Resource 2.5

COLLABORATIVE ANNOTATION CHART – THE BEGINNING OF THINGS PART ____ Lines Symbol Comment/Question/Response Partner's Comment/Question/Response

 Connections  I can make a connection between this and ______.   This is related to______.

SAUSD Common Core Unit 4343 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.6

Myth Comparison Matrix: The Beginning of Things

Partner A: Partner B: Partner C: Partner D: Part 2 Part 3 Part 4 Part 5 1. How does this part of the myth relate to the creation of the world (earth, ocean, skies) or the “beings” in it?

2. How are the “beings” described in this part of the myth?

3. Why were the “beings” created? What do they symbolize in our world?

4. How does this part of the myth end? If there were any conflicts, how were they resolved?

SAUSD Common Core Unit 4444 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.7

Writing an Argument #2

Write an argumentative paragraph in response to the following questions and guidelines:  What do myths teach us about our world?  How do myths explain the world in which we live?  Provide specific examples from the entire myth we read, The Beginning of Things, not just your own part of the myth.  Think about the lesson that is being taught in the myth and provide examples.  Be sure to make a claim about what these examples are supposed to teach you about the world.

______

SAUSD Common Core Unit 4545 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.7

______

Scoring Rubric:

Language Conventions Claim Evidence Explanation (grammar, capitalization, punctuation, spelling) _____ Strong (5) _____Convincing (5) _____ Thorough (5) _____ Few errors (5)

_____ Fair (3) _____ Included (3) _____ Included (3) _____ Some errors (3)

_____ Weak (1) _____Un-related (1) _____ Under- _____ Many errors (1) developed (1)

SAUSD Common Core Unit 4646 ELA Grade 9 Intro to Mythology, Lesson 2 Resource 2.8

Writing Outline (Optional)

In the myth, The Beginning of Things, by Abbie Farwell Brown, several

mythological patterns help to explain

______

______.

First of all, ______

______. This example

______how/ that ______

______

______. In addition, ______

______.

This further ______that ______

______.

In conclusion, ______

______.

Verbs to show what evidence is or Verbs to explain the importance of does in the text that evidence in the text

Believes Tells (us) Suggests Shows (us) Acknowledges Demonstrates Recognizes Reveals Emphasizes Signifies Insists Illustrates Reminds us Confirms Assumes Affirms

SAUSD Common Core Unit 4747 ELA Grade 9 Intro to Mythology, Lesson 3 Lesson 3 Planner SAUSD Common Core Lesson Planner Teacher:

Unit: Intro to Grade Level/Course: Duration: 3-6 days Myths ELA Grade 9 Date: Lesson #: 3 Big Idea: Patterns allow us to make sense of our world. Essential Question: How do myths reflect cultural beliefs and values?

Reading Literature

RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Reading Informational Text

RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Common Writing Core Content W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, Standards using valid reasoning and relevant and sufficient evidence.

Speaking and Listening

SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9-10, building on others’ ideas and expressing their own clearly and persuasively.

Language

L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.9-10.2 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing. Materials/  Holt Literature & Language Arts, Fourth Course, pages 660-670 Resources/  PowerPoint: Introduction to Epic and Myth – “The Cyclops” (link found on SAUSD Lesson webpage = http://www.sausd.us/Page/22743) Preparation  Resource 3.1 Cyclops Painting by Odilon Redon (also found in Holt textbook pg. 660)  Resource 3.2 Introduction to Epic and Myth PowerPoint Notes  Optional video: “Homer’s Odyssey: Heading Home” (link found on SAUSD webpage = http://www.sausd.us/Page/22743); length = 3:51 minutes  Resource 3.3 Collaborative Close Reading Chart  Resource 3.4 Section Analysis Chart  Resource 3.5A Cyclops Comic Strip Planning Sheet  Resource 3.5B Cyclops Comic Strip Planning Sheet (model) SAUSD Common Core Unit Resource 3.6 Gallery Walk Focus Questions 4848 ELA Grade 9 Intro to Mythology, Lesson 3 Lesson 3 Planner  Resource 3.7 Evidence of Cultural Beliefs, Values, and Patterns Matrix  Resource 3.8 Argumentative Writing Task #3  Resource 3.9 Teacher Resource List (for additional ideas or support materials)  Paper and writing instruments (student-provided)  Computer and Internet connection  Construction paper or large sheets of poster paper  Markers/color pencils  Projector/document camera  Whiteboard and markers as needed  Dictionaries for student reference (if needed) Content: Language: Students will demonstrate understanding Students will work collaboratively using of epic conventions and mythological adjectives to describe archetype patterns of main patterns by analyzing Episode 9 of The characters by reading an epic poem. Objectives Odyssey and writing an argumentative paragraph. Students will use sequence words (first, next, last, then, finally, etc.) in summarizing a section of the epic poem.

odyssey, hero, voyage, archetype, epic, b elief , whey, value, beholden, monster, bough

adversary, Cyclops, in media-res

TEACHER PROVIDES SIMPLE EXPLANATION restitution, sequence, ewes, journey, epic hero, evade, cunning, cordial,

(Tier II & TierIII)

Academic Vocabulary Academic dismember, stoke, ravage, ninny, hospitality conflict prodigious MEANING STUDENTS FIGURE OUT THE Pre-teaching  Lesson will focus on essential question, "How do myths reflect cultural beliefs and Considerations values?” Students should be familiar with vocabulary: epic, odyssey, journey, archetype, and plot.  Assign students to work in groups of 4 or 5.  Make sure you have access to the PowerPoint and video (if you choose to use it). SAUSD Common Core Unit 4949 ELA Grade 9 Intro to Mythology, Lesson 3 Lesson 3 Planner Lesson Delivery Check method(s) used in the lesson: Instructional Modeling Guided Practice Collaboration Independent Practice Methods Guided Inquiry Reflection Prior Knowledge, Context, and Motivation: Day 1 Preparing the Learner 1. The teacher will introduce the essential question for the lesson, “How do myths reflect cultural beliefs and values?” and lead a class discussion. Talking points should include the following: The Greeks used myths to illustrate their beliefs and values. They believed in strength, hospitality and intelligence. They also believed in sharing stories that would demonstrate these values. The teacher will ask students to remember stories they heard as a child about monsters or heroes. What was the reason for these stories? After discussion, tell students that the patterns used by our parents to warn/teach us are based on archetypes, which are age-old patterns of monsters and heroes, of good and evil, etc.

2. To help students make connections, the teacher will ask students to complete a “Quick-Draw” (similar to a Quick-Write) about a monster or hero-type character that they heard about or were told about as a child. (Examples can be “Cucuy,” “Chupacabras,” “La Llorona,” Superman, etc. Students may use the back of Resource 3.1 to complete their Quick-Draw.

3. Have students share their Quick-Draw with a partner. Body of the Preparing the Learner Differentiated Lesson: Instruction: Activities/ Questioning/ 4. To introduce the text and the concept of a journey, ask the Tasks/ Strategies/ following question/present the scenario: “Have you ever planned English Technology/ Engagement to go somewhere, but other things came up that took you off Learners and course?” Students will think about their answers, write them Students Who down, and then share with a partner. Need Additional Support: 5. After finishing the Think-Write-Pair-Share, call on volunteers to Provide language share their stories with the class. (Caution students that the story frames for group must be school appropriate.) Voting can be conducted by show collaboration or of hands to see who has the “best” story of a journey that got dyads. sidetracked. Illustrate an 6. As the student retells the story with the class, the teacher creates odyssey by a Flow Map on the white board or projects the map under the drawing Point A document camera. (Alternatively, students can draw their own and Point B. A Flow Maps.) The teacher will tell students that an odyssey is a normal long journey with several side-trips similar to their classmate’s journey/trip story. would follow a straight line; an 7. Tell students that they will now be taking a literary journey Odyssey would through the epic poem, The Odyssey by Homer. During the have many stops journey they will meet an interesting character named along the way. SAUSD Common Core Unit 5050 ELA Grade 9 Intro to Mythology, Lesson 3 Lesson 3 Planner Polyphemus, who creates an obstacle for the protagonist, Teacher may wish Odysseus. Polyphemus is a “Cyclops” (sidestep to a definition of to group students what a Cyclops is by projecting Resource 3.1, the painting by strategically Odilon Redon. Students may also use their textbooks to view the according to artwork on page 660). needs and work closely with 8. Ask students to use adjectives to describe the Cyclops’s traits (a struggling Bubble Map can be used). Let them know that a Cyclops is readers. considered to be a “monster” to the average Greek. To support 9. The teacher will show students the PowerPoint: Introduction to students’ writing, Epic and Myth – “The Cyclops.” The purpose of this PowerPoint use the “Writing is to provide students with interactive informational text as Paragraphs” background for The Odyssey/Cyclops. Students will take notes lessons for on their PowerPoint notes page (Resource 3.2). Be sure to have Benchmark/Strate students answer the questions posed throughout the PowerPoint, gic or Intensive then turn and talk about their answers with a partner. found in the th Conclusion/Closure SAUSD 9 Grade Writing 10. Review with students the essential questions explored in the unit Notebook. These so far. Teacher will review how we have been studying what a lessons can be myth is, the patterns found in myths, and the patterns myths use found to explain the world we live in. electronically under the “Foundations for Day 2 Writing” section Review previous lessons of the SAUSD curriculum web 1. Teacher will ask students to review with a partner (preferably page by following from previous day) and provide a response to share with the this link: class about what they “remember” about myths. Why are myths http://www.sausd. used in cultures? How do we use myths today to illustrate a us/Page/13677. point? The teacher will list the responses on the whiteboard or

poster paper and leave on display in the classroom (if needed) Work with for student reference. students in a 2. The teacher will remind students that like myths, epics also can small group using help us understand our world and influence our own cultural the “I do” beliefs and values. The Odyssey is an epic poem of a (teacher trip/journey that happens over 10 years as the main character modeling), “we attempts to get back home. Let students know that during the do” (teacher next few days, we will be interacting with our textbook and supports students reading a portion of The Odyssey, Book 9 to learn about what and provides happens when Odysseus meets Polyphemus. The “book” is guidance and similar to a TV episode; we will be reading one “episode.” We immediate will read the other episodes in the coming weeks. corrective 3. An option at this time is to show the video, “Homer’s Odyssey: feedback), “you Heading Home” in order to provide an overview of the complete do” (students story of The Odyssey. complete paragraphs independently) SAUSD Common Core Unit format. 5151 ELA Grade 9 Intro to Mythology, Lesson 3 Lesson 3 Planner Interacting with the Text: Accelerated Learners: 1st Reading For added 4. Teacher will inform students that they will first read the poem as enrichment, see a complete story focusing on the plot or what happens during the Resource 3.9 for episode. Due to the complexity of the text, students will use the ideas or links to Collaborative Annotation Chart as they read (Resource 3.3). Odyssey The chart “chunks” the text and designates lines where students Resources. should stop and discuss their reading.

5. Because the sentences in the poem are lengthy and often span over multiple lines, the teacher should model the reading of the text by reading lines 219-296 and stopping at designated points for students to complete the annotation chart either as a class or in partners. Remember, however, that the first reading should focus only on the events in the plot. The second reading will allow the opportunity for students to go in depth with analysis.

6. If students are ready to proceed, they can continue reading the text in partners while completing the chart. Tell students that if they are having difficulty with a section to try to work together first and then ask for assistance if necessary. Depending on the needs of your class, you may want to check for understanding at select points in the text. The episode can be divided into 4 parts if needed: 1) Odysseus meets the Cyclops (pages 660-663, stop after line 296). This section is modeled by teacher. 2) Odysseus blinds the Cyclops (pages 663-666, stop after line 395). 3) The men escape under the rams (pages 666-668, stop after line 468). 4) Odysseus taunts the Cyclops and is cursed (pages 668- 670).

7. The Holt audio CD (if available) can also be used after indicated sections of the text or after students complete the entire first read. Note: The time it takes for this first reading will vary depending on the amount of support your students need while reading the text.

8. After the first reading, ask the students to discuss and answer the following questions: 1) In this episode, what obstacles prevent Odysseus from continuing on his journey? 2) How does Odysseus solve the problems he encounters?

Day 3 Second Reading 9. For the second reading, students will be working in groups of 4- SAUSD Common Core Unit5 (groups can be preselected) to reread assigned sections. Use 5252 ELA Grade 9 Intro to Mythology, Lesson 3 Lesson 3 Planner the guide below to help you determine the groups. In larger classes, you might have two separate groups work on the same section. Ideally, no more than 5 students should be in one group. Note: Some sections are more demanding than others – preview the Section Analysis Chart (Resource 3.4) and group students accordingly.

Text Section Model Lines 219-245 Group 1 Lines 246-296 Group 2 Lines 297-354 Group 3 Lines 355-397 Group 4 Lines 398-422 Group 5 Lines 423-459 Group 6 Lines 460-496 Group 7 Lines 497-535

9. To help them understand and analyze the complex text, students will work together to summarize the section they are assigned, put the events in order, describe the characters’ behavior, and further explore the elements of the epic. Students will use appropriate page of the Section Analysis Chart for their assigned section (Resource 3.4). The chart asks students to answer text- dependent questions and support their responses with evidence as well as to explore the significance of the text.

10. Model the first section with the students before releasing students to complete their assigned sections (see Resource 3.4 lines 219-245). Explain that students will ultimately be presenting the plot and other important elements of their assigned section to the class. This chart will help them prepare for this activity.

11. Teacher will circulate through the groups and facilitate as needed to help differentiate or provide support for understanding. Students should use correct grammar in their responses including punctuating correctly if using quotes.

Extending Understanding 12. When finished with the Section Analysis Chart (Resource 3.4), each group will work together to create a Cyclops Comic Strip illustrating their assigned section of the poem. Students will use the “Cyclops Comic Strip Planning Sheet” (Resource 3.5A) to plan. A model for the first section is provided for the teacher only (Resource 3.5B). After planning, students will use colored pencils/markers and construction paper to produce their final product. Instruct students to include character names and text SAUSD Common Core Unitvocabulary, dialogue, and sequence words to tell the story (listed 5353 ELA Grade 9 Intro to Mythology, Lesson 3 Lesson 3 Planner on the worksheet). Refer students back to their Section Analysis Chart to ensure that they are including all significant elements of their sections. 13. Closure/Exit Slip - Completed chart and evidence of student work or lively academic group discussions.

Day 4-6 1. Students will complete their comic strips and label them with a group number based on the order of their sections; groups will post them sequentially throughout the classroom for a Gallery Walk. Groups need to be prepared to tell the story of their section of the “The Cyclops,” making sure to present all significant elements, and answer questions from their peers. You may choose to have half of the groups present while the other half walk around the room asking focus questions (see Resource 3.6), then switch roles. After completing the Gallery Walk, groups may share out their assessments with the class.

Overview of Gallery Walk Procedure: 1) Students move in their groups in a pre-arranged direction to view the Comic Strips sequentially. 2) Groups standing with their displays tell the visiting groups what is happening in their part of “The Cyclops” and answer questions. 3) Students in visiting groups take turns asking questions and writing down what they learned from each presentation.

2. In their groups, students will now work together to complete the “Evidence of Cultural Beliefs, Values, and Patterns Matrix for The Cyclops” (Resource 3.7) referencing their PowerPoint notes (Resource 3.2) and “Patterns in Mythology Matrix” (Resource 1.5 from Lesson 1). Use the examples given on Resource 3.7 to model how to complete the matrix. 3. Students will use information from the matrix to respond to an argumentative writing prompt. Review the prompt on Resource 3.8 with students and advise them that their writing must include introduction, body, and conclusion paragraphs. See prompt and rubric below: Argumentative Writing Task #3: Patterns found in myths have helped explain our cultural beliefs and values. Write three paragraphs in which you draw evidence from the text and the world to support how the archetypal pattern of good vs. evil was used in the myth of the Cyclops. Use the rubric below as a guide. SAUSD Common Core Unit 5454 ELA Grade 9 Intro to Mythology, Lesson 3 Lesson 3 Planner Scoring Rubric:

Claim Evidence Explanation Language Conventions (grammar, capitalization, punctuation, spelling) ______Strong (5) Convincing (5) Thorough (5) Few errors (5) ______Fair (3) Included (3) Included (3) Some errors (3) ______Under- _____ Many errors Weak (1) Un-related (1) developed (1) (1)

4. Allow students time to complete writing assignment in class or assign it as homework.

Lesson Reflection Teacher Reflection Evidenced by Student Learning/ Outcomes

SAUSD Common Core Unit 5555 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.1

“How do myths reflect our cultural beliefs and values?” Look at the painting. Use adjectives to describe the Cyclops’s traits.

The Cyclops By Odilon Redon, c. 1914. Oil on canvas, 64 x 51 cm; Museum Kroller-Mueller, Otterlo, The Netherlands. SAUSD Common Core Unit 5656 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.1

Use this page for your Quick-Draw.

SAUSD Common Core Unit 5757 10/4/2013 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.2

Introduction to Epic and Myth “The Cyclops”

Big Idea: “Patterns allow us to make sense of our world. ”

Essential Question: “How do myths reflect cultural beliefs and values?”

Greek Beliefs and Values

• The Greeks often told stories about the gods to teach their children how to behave. • Stories warned against hubris (thinking you were better than the gods). • Stories also warned children against greed and cheating. Q: How do we warn our children today?

Greek Cultural Beliefs and Values • The Greeks valued: • Intelligence • Hospitality • Homeland • Youth and beauty • Rhetorical abilities (the ability to speak well) • Respect for the gods Q: “How are their values different from your culture or experience?”

SAUSD Common Core Unit 5858 1 10/4/2013 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.2

Patterns in Myths, Culture, Values Review: • Criteria of a Myth – • Characteristics of Patterns ‐

• Patterns of Archetypes – Old patterns or images that recur over and over again in literature (H,R &W 2003) • In this introduction to Epic we will look at a Monster and a Hero pattern from The Cyclops.

Vocabulary • Epic –A long narrative poem that tells a story • Epic Hero –A “larger than life” main character • Cyclops –a one‐eyed giant • Adversary‐ Someone you are competing with or fighting against • In media res‐ A story that begins in the middle • Odyssey –A long voyage or wandering • Cordial –sincere, warm and friendly • Ravage –destroy violently; ruin.

Who was Homer? • Poet • Best known for The Illiad and The Odyssey • The Illiad tells of the ten‐year Trojan War and The Odyssey tells the story of Odysseus’s ten‐year journey home • The Greeks used Homer’s stories to teach virtues

* All epic poems in the western world owe something to the basic patterns established in Homer’s epics.

SAUSD Common Core Unit 5959 2 10/4/2013 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.2

Patterns of Archetypes in Myths • In this Introduction to the Epic, we will examine the archetypes of good and evil. • Hero = “good” embodied in the character of Odysseus. • Evil = “Bad” embodied in the character of Polyphemus. Q: What modern archetype patterns of “good and evil” can you name from your culture?

Archetype Patterns Monsters and Heroes Heroes (7 basic traits) Monsters • 1. Superhuman • Strange mythical beasts • 2. On a quest, journey • Unnatural • 3. Fight monsters • Not human • 4. Are of divine and human • HtilHostile to people birth mixed origins • Inspire dread and embody • 5. Interference from divine evil world • Represent impossible • 6. Undergo a transformation barriers/challenges • 7. Visit the Underworld

An Overview of The Cyclops •The story begins with Odysseus and his crew waiting in a cave. •When Polyphemus arrives, the men are afraid and scatter to safety. •Odysseus suggests hospitality from the Cyclops to keep from offending the gods. •The Cyclops laughs at the suggestion. •Odysseus introduces himself as “no body.” Q: Looking at •The men brainstorm an these two escape. •They sharpen a stick, paintings, what introduce the Cyclops to can you infer wine, and as he sleeps, they about the stab him in the eye. •Odysseus and his men Cyclops’s escape by tying themselves characteristics? to the sheep’s underbellies.

SAUSD Common Core Unit 6060 3 10/4/2013 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.2

Works Cited

• Carr, Karen. www.historyforkids.org 2012. accessed on August 16, 2013. • Greychuk, Bishop. www.bishopgreschuk.ecsd.net accessed on August 16 2013. • Issacs, Katie. http://grovesite.com/page . asp?o=vchs&s • Lahanas, Micheal. www.mlahanas.de/Greeks/Live • Tischbein, Johann. Polyphemus, 1802 Landesmuseum Oldenburg • www.wtps.org/wths/imc/pathfinders/archetypes.pdf

SAUSD Common Core Unit 6161 4 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.3

COLLABORATIVE ANNOTATION CHART – THE CYCLOPS Lines Symbol Comment/Question/Response Partner's Comment/Question/Response

 Connections  I can make a connection between this and ______.   This is related to______.

SAUSD Common Core Unit 6262 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.4

Section Analysis Chart MODEL Lines 219-245 Briefly Summarize Polyphemus traps Odysseus in his cave by placing a large rock in the entrance. He then questions the Section their identity and intentions. Guiding Question Answer/Evidence Significance: What does this reveal about plot and/or character? In lines 219-220, what does Odysseus “burnt an offering” to the gods before Odysseus, like most Greeks, believed the Odysseus do before his men eat eating. This reveals that the Greeks felt their gods gods were powerful and must be pleased. their meal? What does this reveal were important in their lives and that they must about the customs of the time? please them with gifts and offerings. In lines 230-234, Odysseus The rock is described as being so heavy that “two- The Cyclops is shown as being extremely describes the size of the rock that dozen four-wheeled wagons” could not move it. powerful, and Odysseus would not be able to is covering the entrance to the Because Odysseus and his men could not move the match his strength. This is a conflict in the cave. How is it described? What rock, they were trapped in the cave. plot. difficulty does this pose to Odysseus and his men? How does Homer make it clear The Cyclops could move a rock which “two-dozen The hero Odysseus seems tiny compared to that Odysseus faces a formidable four wheeled wagons” could not move. He could the giant who can move a boulder like it is a opponent in the Cyclops? Cite carry “a load of dry boughs on his shoulder,” pebble. textual evidence (lines from the which was so heavy, it made a “great crash” when poem) in your answer. he put it down. In lines 242-245, the Cyclops Polyphemus is asking Odysseus what has brought The Cyclops is suspicious of Odysseus’ questions Odysseus and his men. him to the cave. He wonders if it is “fair-traffic” or intentions. What is he questioning? legitimate business or if Odysseus is a “rogue.”

Synthesis (Why is this section important?): What does it reveal about the epic, theme, or myth?

This episode introduces the main conflict of the story and illustrates the brute strength of Polyphemus.

SAUSD Common Core Unit 6363 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.4

Section Analysis Chart Group 1 Lines 246-296

Briefly Summarize the Section

Guiding Question Answer/Evidence Significance: What does this reveal about plot and/or character? What warning does Odysseus give the Cyclops in lines 259-261? What does this warning reveal about the Greeks’ relationships with their gods? What does the Cyclops’ response to Odysseus (lines 263-272) reveal about his character? Provide evidence for your answer. In epic similes, the narrator compares something unfamiliar with something familiar so the audience will be better able to visualize the action. In lines 277- 283, what is the Cyclops compared to? What are his victims compared to? What do the similes reveal about the Cyclops and the situation in the cave? Why does Odysseus hesitate in killing the Cyclops?

Synthesis (Why is this section important?): What does it reveal about the epic, theme, or myth?

SAUSD Common Core Unit 6464 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.4

Section Analysis Chart Group 2 Lines 297-354

Briefly Summarize the Section

Guiding Question Answer/Evidence Significance: What does this reveal about plot and/or character? In lines 304-305, the Cyclops “reset the stone as one would cap a quiver.” Explain what two things are compared in this simile. How does Homer use these lines to show the contrast between the strength of Odysseus and Polyphemus? What is Odysseus doing in lines 310-325? Summarize the action.

How does Odysseus plan to disable the Cyclops? How many men are needed to assist him? How are these men chosen? What does the Cyclops ask Odysseus to reveal to him in exchange for a gift?

Synthesis (Why is this section important?): What does it reveal about the epic, theme, or myth?

SAUSD Common Core Unit 6565 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.4

Section Analysis Chart Group 3 Lines 355-397

Briefly Summarize the Section

Guiding Question Answer/Evidence Significance: What does this reveal about plot and/or character? How does Odysseus deceive Polyphemus when he is asked to reveal his name?

Homer uses two similes to describe the blinding of the Cyclops. Explain what is being compared in lines 374-384. What effect does description have on the reader?

Explain what is being compared in lines 385-389. What effect does this description have on the reader? Synthesis (Why is this section important?): What does it reveal about the epic, theme, or myth?

SAUSD Common Core Unit 6666 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.4

Section Analysis Chart Group 4 Lines 398-422

Briefly Summarize the Section

Guiding Question Answer/Evidence Significance: What does this reveal about plot and/or character? Why is Polyphemus’s response to the other Cyclops’ question ironic? How has Odysseus tricked him?

How is Odysseus’ character revealed in lines 408-422?

Synthesis (Why is this section important?): What does it reveal about the epic, theme, or myth?

SAUSD Common Core Unit 6767 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.4

Section Analysis Chart Group 5 Lines 423-459

Briefly Summarize the Section

Guiding Question Answer/Evidence Significance: What does this reveal about plot and/or character? Explain how the Cyclops’ rams play a part in Odysseus’ escape. What do the details of his escape reveal about his character?

What does the Cyclops say to the ram as he is patting it? Why are his words ironic?

Synthesis (Why is this section important?): What does it reveal about the epic, theme, or myth?

SAUSD Common Core Unit 6868 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.4

Section Analysis Chart Group 6 Lines 460-496

Briefly Summarize the Section

Guiding Question Answer/Evidence Significance: What does this reveal about plot and/or character? Why are the faces of Odysseus’ men full of joy and then grief (lines 466-468)? What price did the men pay for Odysseus’ curiosity?

How does Odysseus taunt the Cyclops as he and his men are rowing away? What is the result? What does this reveal about Odysseus?

Synthesis (Why is this section important?): What does it reveal about the epic, theme, or myth?

SAUSD Common Core Unit 6969 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.4

Section Analysis Chart Group 7 Lines 497-535

Briefly Summarize the Section

Guiding Question Answer/Evidence Significance: What does this reveal about plot and/or character? What prediction did Telemus make regarding Polyphemus’ eye? How did Polyphemus misinterpret Telemus’ prediction?

What does Polyphemus ask his father, Poseidon, to do? What could Odysseus have done differently to avoid this fate?

Synthesis (Why is this section important?): What does it reveal about the epic, theme, or myth?

SAUSD Common Core Unit 7070 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.5A

Name: ______Per. ______Assigned section lines: ______

Cyclops Comic Strip Planning Sheet

Each group member will need to complete his or her own chart. Complete a Close Read for your assigned lines, then paraphrase and share with your group. Use your Section Analysis Chart to plan a comic strip illustrating your section of The Cyclops. Include character names and text vocabulary, dialogue, and sequence words (first, next, then, finally, after, afterwards, as soon as, at last, before, before long, second, third, in the meantime, later, meanwhile, etc.) to tell the story. Make sure you include all significant elements from your section. After planning, work with your group using construction paper, colored pencils/markers to create your comic strip. Your group will present your comic strip in a Gallery Walk, in which you will share the story and answer questions about it.

What significant elements do you need to show in your comic strip (for example, characterization, plot elements)?

Use a Flow Map to show the sequence of events in your section.

SAUSD Common Core Unit 7171 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.5A

Characterization–

How are the characters described in this section? Use a Bubble Map with Adjectives.

Provide Evidence – What the characters said (use dialogue).

SAUSD Common Core Unit 7272 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.5B

Name: ______Per. ______Assigned section lines: ______

Cyclops Comic Strip Planning Sheet

What significant elements do you need The strength of the Cyclops. to show in your comic strip (for Cyclops blocking the door. example, characterization, plot elements)? Odysseus making an offering to the gods.

Use a Flow Map to show the sequence of events in your section. Odysseus shares The Cyclops comes The Cyclops The Cyclops asks the an offering with in and places a large milks his ewes men where they are the gods before rock in front of the and completes from and their the men sit down entrance. his chores while intentions. to eat. Odysseus’ men watch.

SAUSD Common Core Unit 7373 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.5B

Characterization– How are the characters described in this section? Use a Bubble Map with Adjectives.

Provide Evidence – Odysseus (narration): “Two dozen four-wheeled wagons with heaving wagon teams What the characters said (use could not have stirred the tonnage of that rock from where he wedged it over the dialogue). doorsill.”

Polyphemus: “Strangers, who are you? And where from? What brings you here by seaways--a fair traffic? Or are you wandering rogues, who cast your lives like dice, and ravage other folks by sea?”

SAUSD Common Core Unit 7474 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.6

Cyclops Comic Strip Gallery Walk: Focused Questions

Directions: Your group will go around the room and visit up to 7 different Cyclops Comic Strips. Listen carefully to your classmates present what is happening in their part of the myth, then come up with 3 questions that help you understand the presentation better. Take turns asking questions and writing down what you learned about each Cyclops Comic Strip you visit.

1st Visit – Group #_____

3 things that we learned:

1)______

2)______

3)______

2nd Visit – Group #_____

3 things that we learned:

1)______

2)______

3)______

3rd Visit – Group #_____

3 things that we learned:

1)______

2)______

3)______

SAUSD Common Core Unit 7575 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.6

4th Visit – Group #_____

3 things that we learned:

1)______

2)______

3)______

5th Visit – Group #_____

3 things that we learned:

1)______

2)______

3)______

6th Visit – Group #_____

3 things that we learned:

1)______

2)______

3)______

7th Visit – Group #_____

3 things that we learned:

1)______

2)______

3)______

SAUSD Common Core Unit 7676 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.7

Evidence of Cultural Beliefs, Values, and Patterns Matrix for The Cyclops

Use your textbook to cite textual evidence from the “The Cyclops” by listing one or more of the following pattern elements: Natural Elements, Animals, Colors, Circles, Creation, Heroes, Females. Use your knowledge of patterns from previous lessons to complete the chart. In the final column, make a connection to your life. Where have you seen the pattern before? Does it remind you of anything in your world?

Character Cultural Belief Cultural Values Pattern Connection The Greeks might have told The Greeks valued Heroes – Odysseus used his On a TV show that I saw, this story as a lesson for intelligence and rhetorical words wisely to trick the hero tricked the villain Odysseus their children to use abilities. Polyphemus, who says, into trusting him so that cleverness against enemies. “Nohbdy, Nohbdy’s tricked he could escape. me.”

Polyphemus

Zeus

Poseidon

Ship Crew

SAUSD Common Core Unit 7777 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.8 Argumentative Writing Task #3: Patterns found in myths have helped explain our cultural beliefs and values. Write three paragraphs in which you draw evidence from the text and the world to support how the archetypal pattern of good vs. evil was used in the myth of the Cyclops. Use the rubric below as a guide.

Claim Evidence Explanation Language Conventions (grammar, capitalization, punctuation, spelling) Strong (5) Convincing (5) Thorough (5) Few errors (5) Fair (3) Included (3) Included (3) Some errors (3) Weak (1) Un-related (1) Under-Developed (1) Many errors (1)

______

______SAUSD Common Core Unit 7878 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.8

______

______SAUSD Common Core Unit ______7979 ELA Grade 9 Intro to Mythology, Lesson 3 Resource 3.9 Resource 3

Teacher Resource List

Odyssey Resources - Fun Stuff from the Web to Enrich or Enhance Your Lesson

Background to the Odyssey by the Annenberg Foundation 30 min. video http://www.learner.org/courses/worldlit/odyssey/watch/

Interactive map of Odysseus - http://maptal.es/tales/15#step1

Issacs, K. Valley Christian HS Teacher Web Pages access through www.Grovesite.com.

Google Lit Trips - http://www.googlelittrips.com/GoogleLit/9- 12/Entries/2006/9/15_The_Odyssey_by_Homer.html

Odyssey Teaching Resources - http://jc-schools.net/tutorials/eng9/homer.html

Scholastic Scope - www.scholastic.com/scopemagazine/PDFs/Scope-090312

Shaw, Mr. www.Englishshaw.weebly.com/the-odyssey.html

Website of Greek Mythology http://www.theoi.com/greek-mythology/heroes.html

Women in Greek Mythology - http://www.paleothea.com/Basic.html

Projects/Activities:

Interviews

You are a famous reporter and have been given an exclusive panel interview with three different gods or heroes from Greek Mythology. What “juicy” information would your readers want to know? What questions would you want to ask? How and where would this interview take place? Students can write interviews as a magazine article, a TV script (if possible, a video to be shown in class), or do an actual performance in class. Grade the project on the amount of knowledge presented, the creativity of the project, and the mechanics of good writing.

Journal Topics

 Interview someone who has been on an interesting trip, possibly one that entailed some type of danger or excitement. Write a poem accurately depicting the journey, using as much detail and description as possible.  Have you ever wanted to know what people said and thought about you when you weren’t around? If you could disguise yourself in some way and be around the people you know, how would you carry it out? Describe your ideal disguise and a scenario that you imagine would take place if you could be “a fly on the wall.”  Do you believe in guardian angels? Explain and give examples.  What are your strengths and weaknesses? Describe them and how they affect your life. Interview someone whose long-lost relative or friend eventually returned. Describe the experience including the person’s feelings and thoughts throughout the entire experience.

SAUSD Common Core Unit 8080 ELA Grade 9 Intro to Mythology, Lesson 4 Lesson 4 Planner SAUSD Common Core Lesson Planner Teacher:

Unit: Intro to Grade Level/Course: Duration: 2-3 Days Myths ELA Grade 9 Date: Lesson #: 4 Big Idea: Patterns allow us to make sense of our world. Essential Questions: What are the criteria of a myth? What patterns exist in myths? What patterns do myths use to explain our world? How do myths reflect cultural beliefs and values? Writing

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create Common cohesion, and clarify the relationships between claim(s) and reasons, between Core reasons and evidence, and between claim(s) and counterclaims. Standards d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

Language

L.9.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Materials/  Resource 4.1 Patterns Allow Us to Make Sense of Our World Project Resources/  Resource 4.2 Project Rubric Lesson  Resource 4.3 Project Example Preparation  Computer(s) with Internet connection (for previewing websites)  Paper and writing instruments (student-provided)  Poster paper, markers, colored pencils, scissors, glue, etc. as needed for poster project

Content: Language: Students will reflect on their learning Students will read and analyze a myth and create throughout the unit and apply it by a written and visual product that illustrates their writing multiple argumentative understanding. Objectives paragraphs in which they evaluate whether a certain text meets the criteria of a myth and analyze what cultural SAUSD Common beliefsCore Unit or values are expressed through 8181 ELA Grade 9 Intro to Mythology, Lesson 4 Lesson 4 Planner the myth.

claim/counter-claim, evidence, header, graphic/ illustration, caption

elaboration, conclusion HER PROVIDES TEAC SIMPLE EXPLANATION criteria, pattern, culture, values, myth, epic, hero, conflict, resolution, plot/

(Tier II & TierIII) elements sequence Academic Vocabulary Academic

MEANING STUDENTS FIGURE OUT THE Pre-teaching Teacher Preparation Considerations  Preview the websites given to students on Resource 4.1:  http://myths.e2bn.org/mythsandlegends/  http://teacher.scholastic.com/writewit/mff/  http://www.timelessmyths.com/  Teacher may want to select a few myths to use as examples.  Depending on students’ ability level, teacher may choose to review paragraph structure (i.e. topic sentences/ claims, details, evidence, concluding sentences) and specific grammar skills.  Preview the websites provided below for creating a digital project. Teacher may choose to reserve computer lab time if students are expected to create a digital project. Teacher must also consider setting up an account for him-/herself and providing access to students to set up their own accounts:  Prezi (www.prezi.com)  PowerPoint  Glogster (www.edu.glogster.com)

SAUSD Common Core Unit 8282 ELA Grade 9 Intro to Mythology, Lesson 4 Lesson 4 Planner Lesson Delivery Check method(s) used in the lesson:

Instructional Modeling Guided Practice Collaboration Independent Methods Practice Guided Inquiry Reflection Prior Knowledge, Context, and Motivation: This lesson is meant to assess students’ knowledge about myths. It is designed to give students the opportunity to reflect on the criteria of a myth as well as what patterns are present in a myth. The multiple written paragraphs will not only show what they’ve learned about mythology by independently reading a text of their own choosing, but it will also show students’ progression/mastery of writing standards. Day 1 Introducing Assessment Differentiated Instruction: 1. Students turn to “Patterns Allow Us to Make Sense of Our World Project” (Resource 4.1). Review components of the English Learners and project with the class. Students Who Need Additional Support: 2. Emphasize that they may be creative and write their own Model how to find a myth or find one that has already been written. (Consider myth on one of the awarding extra points for an original myth.) If they choose a provided websites. myth written by someone else, it must be a different myth than those covered in class, and they must cite their source. Create sentence frames or outlines for 3. For students who wish to write their own myth but need students to use in guidance, Scholastic has an online Myth Writing Workshop writing the 3 paragraphs. Body of the that students can access at the following website: Lesson: http://teacher.scholastic.com/writewit/mff/myths_mymyth.ht Activities/ m Group struggling Questioning/ Tasks/ Strategies/ students with a more Technology/ 4. Explain that after students have selected their new myth, they capable peer. Engagement will write 3 separate argumentative paragraphs that will assess their understanding of their selected myth. They will write a Work with students in paragraph each on the following topics, and each paragraph a small group using must contain introductory and concluding sentences: the “I do” (teacher modeling), “we do” a. Why is it a myth? (review the criteria) (teacher supports b. What patterns are used? (identify and explain those students and provides patterns) guidance and c. What cultural beliefs or values are expressed? immediate corrective (analyze meaning of the myth) feedback), “you do” (students complete 5. The last part of the project will be creating a poster that will paragraphs encompass their written paragraphs as well as providing a independently) format. visual representation of the patterns used in the myth. It is the teacher’s choice whether they will create a digital poster using Allow extra time to one of the websites/programs mentioned in the instructions or complete project. whether they will simply use poster/markers/paper.  Whatever format they use to complete the project, SAUSD Common Core Unit be sure to clearly go over the components and 8383 ELA Grade 9 Intro to Mythology, Lesson 4 Lesson 4 Planner scoring rubric (Resource 4.2). Students must Accelerated include some type of an appealing header, graphics Learners: or illustrations, and captions. Lastly, they must Require students to include their myth, whether self-created or found on create a more detailed the Internet (with cited source), their three presentation using argumentative paragraphs (hand-written or typed, more visuals. depending on teacher’s choice), and a visual representation of the patterns found in their myth Require students to (see example – Resource 4.3). Although students write their own myth have the project example in their workbooks, teacher instead of finding one. might project the color version (link found on SAUSD webpage = http://www.sausd.us/Page/22743)

6. Provide students with time and extra support to complete the assignment. Depending on the class size and time schedule, teacher may choose to have students present their final projects individually or in a Gallery Walk format (see procedure in Lesson 3 and Appendix).

7. If projects are shared with the class, have students provide feedback based on the scoring rubric (Resource 4.2).

Lesson Reflection Teacher Reflection Evidenced by Student Learning/ Outcomes

SAUSD Common Core Unit 8484 ELA Grade 9 Intro to Mythology, Lesson 4 Resource 4.1

Patterns Allow Us to Make Sense of Our World Project

1. Find or write a myth of your own. Use your “What is a myth?” Circle Map to guide you in selecting or creating your myth. If you are having trouble finding a myth, try using one of these websites:  http://myths.e2bn.org/mythsandlegends/  http://teacher.scholastic.com/writewit/mff/  http://www.timelessmyths.com/

2. Write 3 argumentative paragraphs answering the following prompts (make sure each paragraph includes an introductory and concluding sentence):  Why is ____(Title of your Myth)____ a myth?  Use two pieces of textual evidence.  Refer to your “What is a myth?” notes (circle map) for help.  What patterns does ____(Title of your Myth)____ use to explain something about the world?  Use two pieces of textual evidence.  Refer to your “Patterns in Mythology Matrix” (Resource 1.5) to help you.  How does ____(Title of your Myth)____ reflect cultural beliefs and values?  Use two pieces of textual evidence.  Refer to your “Introduction to Epic and Myth PowerPoint” notes (Resource 3.2) for help.

3. Create a poster for your myth. You can use any of the following mediums for your poster:  Construction paper and markers, colored pencils, etc. Or you can create a digital poster using one of these programs:  Prezi (www.prezi.com)  PowerPoint  Glogster (www.edu.glogster.com)  Any other format that your teacher approves

Your poster must include the following:  Header  Graphic(s)/Illustration(s) with caption  Your myth (cite source if not written by you)  Argumentative paragraphs  Visual representation of how patterns are used in your myth

SAUSD Common Core Unit 8585 ELA Grade 9 Intro to Mythology, Lesson 4 Resource 4.2

“Patterns Allow Us to Make Sense of Our World” Project Scoring Rubric

CATEGORY 4 3 2 1 Appropriateness of Student has chosen Student has chosen Student has chosen Student has not Selected Myth an excellent myth a good myth for the a text that is not chosen an for the project. It project. It appears quite a myth, but appropriate myth appears the student the student has put more like a or may have copied has put great some thought into fairytale or ideas from thought into coming up with folktale. Yet, the somewhere else. coming up with an new ideas. student shows original or creative some original idea. thought. Claims Each paragraph Each paragraph Paragraphs begin Paragraphs may begins with a begins with an with a weak claim, lack a central claim precise claim that adequate claim that but may address at and may not addresses the 3 addresses at least 2 least 1 prompt address any of the prompts directly. of the prompts directly. prompts directly. directly. Evidence Discusses myth in- Includes essential Includes essential Content is minimal depth with details knowledge about information about OR there is a total and examples. the myth. Subject the myth but there misunderstanding Subject knowledge knowledge appears are several evident of the text. is excellent. to be good. misunderstandings of the text. Structure Transitions are Transitions are Transitions and Transitions and consistently used to often used to concluding concluding connect claims connect claims sentences may not sentences are with supporting with supporting be used in every totally lacking in evidence. A strong evidence. A paragraph. the student's concluding concluding writing. sentence is given in sentence is given in each paragraph. most paragraphs. Visuals Makes excellent Makes good use of Makes use of font, Use of font, color, use of font, color, font, color, color, graphics, graphics, effects graphics, effects, graphics, effects, effects, etc. but etc., but these often etc. to enhance the etc. to enhance to occasionally these distract from the presentation. presentation. detract from the presentation Patterns in the Patterns in the presentation content. Patterns in myth are clearly myth are content. Patterns in the myth are not represented and represented fairly the myth are not visually well illustrated. well. represented well. represented. Mechanics No misspellings or Three or fewer Four misspellings More than four grammatical errors. misspellings and/or and/or grammatical errors in spelling or mechanical errors. errors. grammar.

SAUSD Common Core Unit 8686 ELA Grade 9 Intro to Mythology, Lesson 4 Resource 4.3 How the Patterns in “XYZ” by I.M. Author Make Sense of Our World

“XYZ” by I.M. Author

Kfask;lfksa’ klaskfk;l ajskdjfj aksjdlfj;l askdjf;ja l;kajsljf ajskdfj;lja sjkjdflj. Alsjdkjf ajskdlfl ajkss k;ajdfkla; ajskd;fjkas ksiksdj ajksdjfkl aujiosdf ajkdjlf adkjflsdjzkl ajkdjfajfkldj ajkfjklajklf ajkdjkljza ajkldjfklajkls sjkafdjakl jfklajdksfjlas fjkljaklfjklas k;askjj ajdkfjkla jsdklfjklaj jak;dfjkljaj fdskajfkldsjal fjkl;ajkjfl ajklfjakl fjkla jfklsdjaklfjkla jklajsfjkla jklfajklfja jakjdklajljk ajkfjkajskdfjkljajljfjsaj jljaj ajksjdfja ahkjhsd;fja ahjkjdf;aj ajkjlksj ajksjkdfj.. ajksdfj; asjkdlflxckMZCJ;klsjJjkas;d jkla;sl jkl;askjd kjkdjg;l kljklajlksjdf jklljklsajf, kajsdj, ajksdjf;kj ajksdjf lajskdjfkj. Ahsd;fjas; jklsajkljhfklja jklsjdfhkla. Ajklsjdfklhkl;.a jklsjklfjkldjsa klasffjsal ;lasjkldjf kl;asljdkfg.

Giodopaps jk;lasjkldf jkl;’alsjdkfjfask;lfksa’ klaskfk;l ajskdjfj aksjdlfj;l askdjf;ja l;kajsljf ajskdfj;lja sjkjdflj. Alsjdkjf The pattern of ajskdlfl ajkss k;ajdfkla; ajskd;fjkas ksiksdj ajksdjfkl aujiosdf l;lasiuidu;lg pooas. Ipoasoijdf uiougiouiopall the fish shows siodjopfuialoo,.osidfuoa.osiudafuio.oasuidufilasodufiuloioiugl ajkdjlf adkjflsdjzkl ajkdjfajfkldj ajkfjklajklf ajkdjkljza ajkldjfklajkls sjkafdjakl jfklajdksfjlas fjkljaklfjklas k;askjj ajdkfjkla ajdfkaj ajskfjl jsdklfjklaj jak;dfjkljaj fdskajfkldsjal fjkl;ajkjfl ajklfjakl fjkla jfklsdjaklfjkla jklajsfjkla jklfajklfja jakjdklajljk iasufu asifup. ajkfjkajskdfjkljajljfjsaj jljaj ajksjdfja ahkjhsd;fja ahjkjdf;aj ajkjlksj ajksjkdfj. aisidofpoa. Jkop[saiom..soijuioausf. nfask;lfksa’ klaskfk;l ajskdjfj aksjdlfj;l askdjf;ja l;kajsljf ajskdfj;lja sjkjdflj. Alsjdkjf ajskdlfl ajkss k;ajdfkla; ajskd;fjkas ksiksdj ajksdjfkl aujiosdf iaoisufo. Ioasuifuljiouasyd, udoio oisudiuapfuo,ais i. iouaisuf uiosapofgy,l. oasuofu ouaspfo.pouaiosudf uioa ajkdjlf adkjflsdjzkl ajkdjfajfkldj ajkfjklajklf ajkdjkljza ajkldjfklajkls sjkafdjakl jfklajdksfjlas fjkljaklfjklas k;askjj ajdkfjkla jsdklfjklaj jak;dfjkljaj fdskajfkldsjal fjkl;ajkjfl ajklfjakl fjkla jfklsdjaklfjkla jklajsfjkla jklfajklfja jakjdklajljk ajkfjkajskdfjkljajljfjsaj jljaj ajksjdfja ahkjhsd;fja ahjkjdf;aj ajkjlksj ajksjkdfj.. ajksdfj; asjkdlflxckMZCJ;klsjJjkas;d jkla;sl jkl;askjd kjkdjg;l kljklajlksjdf jklljklsajf, kajsdj, ajksdjf;kj ajksdjf lajskdjfkj. Ahsd;fjas; jklsajkljhfklja jklsjdfhkla. Ajklsjdfklhkl;.a jklsjklfjkldjsa klasffjsal

The pattern of orange leaves illustrates that askfjkla; aisufiouakjkfja uasfiou aisuiouf aisufiu usiauopo euiaoure iwouqrio. Alskldkf’ aospiope. Ioaipoe aoieopril; oasiopdi uwieuo.

Why is “XYZ” a Myth? “XYZ” Uses Patterns to Explain the World

“XYZ” by I.M. Author is a myth because fjasj ajkdjfkajl I.M. Author uses the following patterns to explain askdjf;ja l;kajsljf ajskdfj;lja ajkdfajfkld ajkdjfklasjkls fgakjfkldasj;l ajkfjdkaj ajkdjlf sjkjdflj. Alsjdkjf ajskdlfl ajkss adkjflsdjzkl ajkdjfajfkldj ajkfjklajklf ajkdjkljza ajkldjfklajkls ajkdjlf adkjflsdjzkl ajkdjfajfkldj ajkfjklajklf ajkdjkljza ajkldjfklajkls sjkafdjakl sjkafdjakl jfklajdksfjlas fjkljaklfjklas k;askjj ajdkfjkla jfklajdksfjlas fjkljaklfjklas k;askjj ajdkfjkla jsdklfjklaj jak;dfjkljaj fdskajfkldsjal jsdklfjklaj jak;dfjkljaj fdskajfkldsjal fjkl;ajkjfl ajklfjakl fjkla fjkl;ajkjfl ajklfjakl fjkla jfklsdjaklfjkla jklajsfjkla jklfajklfja jakjdklajljk jfklsdjaklfjkla jklajsfjkla jklfajklfja jakjdklajljk ajkfjkajskdfjkljajljfjsaj jljaj ajksjdfja ahkjhsd;fja ahjkjdf;aj ajkjlksj ajksjkdfj. In ajkfjkajskdfjkljajljfjsaj jljaj ajksjdfja ahkjhsd;fja ahjkjdf;aj conclusion, kajsdj, ajksdjf;kj ajksdjf lajskdjfkj. Ahsd;fjas; jklsajkljhfklja ajkjlksj ajksjkdfj. In conclusion, kajsdj, ajksdjf;kj ajksdjf jklsjdfhkla. Ajklsjdfklhkl;.a jklsjklfjkldjsa klasffjsal. lajskdjfkj. Ahsd;fjas; jklsajkljhfklja jklsjdfhkla. Ajklsjdfklhkl;.a jklsjklfjkldjsa. Jklasffjsal.

Cultural Beliefs and Values Reflected in “XYZ”

“XYZ” reflects the cultural beliefs and values of ajskdfjlks by askdjf;ja l;kajsljf ajskdfj;lja sjkjdflj. Alsjdkjf ajskdlfl ajkss ajkdjlf adkjflsdjzkl ajkdjfajfkldj ajkfjklajklf ajkdjkljza ajkldjfklajkls sjkafdjakl jfklajdksfjlas fjkljaklfjklas k;askjj ajdkfjkla jsdklfjklaj jak;dfjkljaj fdskajfkldsjal fjkl;ajkjfl ajklfjakl fjkla jfklsdjaklfjkla jklajsfjkla jklfajklfja jakjdklajljk ajkfjkajskdfjkljajljfjsaj jljaj ajksjdfja ahkjhsd;fja ahjkjdf; In conclusion, kajsdj, ajksdjf;kj ajksdjf lajskdjfkj. Ahsd;fjas; jklsajkljhfklja jklsjdfhkla. Ajklsjdfklhkl;.a jklsjklfjkldjsa.

SAUSD Common Core Unit 8787 ELA Grade 9 Intro to Mythology Appendix Appendix of Strategies Used in the Unit (not comprehensive)

Anticipatory Guide and Extended Anticipatory Guide – page 89

Compare/Contrast Matrix – page 90

Depth and Complexity Icons Chart – pages 91-92

Focused Annotation – page 93

Gallery Walk – page 94

Quick-Write – page 95

Thinking Maps – page 96

Think-Pair-Share – page 97

Viewing with a Focus – page 98

SAUSD Common Core Unit 88 ELA Grade 9 Intro to Mythology Appendix Anticipatory Guide and Extended Anticipatory Guide: Teacher Rationale and Protocol

Purpose: An Anticipatory Guide is intended to activate students’ background knowledge that is relevant to the content of a text they are expected to read and comprehend, as well as introduce key concepts and language. As a preparatory task, the anticipatory guide provides a context for the text and makes connections between content and students’ own experiences. The Anticipatory Guide also enables teachers to introduce key vocabulary within the context of a theme. Furthermore, it is a vehicle for teaching students the importance of being aware as readers of their own knowledge in relation to the content of a text. The Anticipatory Guide is a useful diagnostic tool for the teacher, as it allows her to learn ahead of time what students believe about a certain theme or topic, and what background information they are bringing to the text which may support or impede their understanding.

Required for use: To use the Anticipatory Guide effectively, the teacher writes five statements that require students to reflect on and think about themes and concepts they will encounter in the text. The sentences should capture students’ interest and provide a mixture of statements that trigger agreement and disagreement. Teachers need to take care when creating the statements so that they are neither too narrow nor too broad. Statements should be one level above the text. For example, a statement might be, “All small children love dogs,” rather than, “Peter loved the dog his grandfather gave him.”

Structure of the activity: The first time students encounter an Anticipatory Guide, the teacher should model how to read and respond to the statements. When the students engage in the activity, they should be alerted that they have two minutes to read each statement and respond, “agree” or “disagree” by checking the appropriate column. In the column to the right, students will discuss why they agree or disagree, providing personal evidence to support their response. It is important for students to know that there is not a right or wrong answer.

Process outline: 1) Students silently read each statement and individually place a checkmark under the column that best represents their opinions. 2) Students think of reasons to justify their responses. 3) Students begin to share responses in their small groups. One student begins by reading the statement and then stating agree or disagree, and providing a reason for the opinion. 4) The other students in the small group each state whether or not they agree or disagree, providing reasons for opinions. 5) Once all students have shared, the next student repeats the process with the second statement.

SAUSD Common Core Unit 89 ELA Grade 9 Intro to Mythology Appendix

Compare/Contrast Matrix: Teacher Rationale and Protocol

Purpose: The Compare-and-Contrast Matrix is a graphic organizer that helps students analyze key features of two or more ideas, characters, objects, stories, etc., and can be used in all three moments of a lesson. These comparison charts highlight the central notions in a text, whether it is written or oral. The task can be used immediately before students experience an oral text, such as a mini-lecture to foreshadow important ideas that the teacher will present. Students can also use these matrixes to organize their understanding of a text they are reading or to revisit a text they have recently finished reading. As with any graphic organizer, these notes can be very helpful to students in constructing essays.

Required for use: For this task to be effective, the questions or prompts that guide students’ comparisons must focus on salient and key elements that pertain to two or more thing being compared. For example, asking how two or more characters respond to challenges they face focuses students’ attention on conflict and theme, while asking how characters are described focuses on categories that are not generative.

Structure of the activity: The teacher develops, based on goals for the lesson(s), three or four questions or prompts that guide students’ analysis. The foci for comparison are placed in the left-hand column of a table, and the ideas, characters, objects, stories, etc. being compared are labeled at the top of columns in the table. For example, a compare/contrast matrix comparing two texts using three questions would be arrayed as follows:

Text A Text B Question 1

Question 2

Question 3

Process outline: 1) Students work with a partner or small group 2) They may complete the chart independently and then share findings or may complete it collaboratively. 3) The teacher should circulate to clear up any misunderstandings.

Adapted from Understanding Language ell.stanford.edu

SAUSD Common Core Unit 90 ELA Grade 9 Intro to Mythology Appendix

Depth & Complexity Icon Chart

Depth Icon Definition Example What vocabulary terms are specific to the content or Tools Jargon Icons discipline? Acronyms Language of the Special phrases Discipline Terms Slang Abbreviations What are the defining features or characteristics? Find Parts examples and evidence to support opinions and ideas. Factors Details Attributes Variables Distinguishing Traits What elements reoccur? What is the sequence or order Predictability of events? Make predictions based on past events. Repetition Patterns

What information is unclear, missing, or unavailable? Missing Parts What evidence do you need? What has not yet been Incomplete Ideas Unanswered proven? Discrepancies Questions Unresolved issues Ambiguity What structure underlies this subject? What guidelines Structure or regulations affect it? What hierarchy or ordering Order principle is at work? Reasons Rules Organization Explanation Classification “Because…” Note factors (Social Economic, Political, Geographic) Influence that cause events to occur. Identify patterns of change Forces Direction Trends over time Course of Action Compare, Contrast and Forecast What moral principles are involved in this subject? Values Morals What controversies exist? What arguments could Pro and Con emerge from a study of this topic? Bias Discrimination Ethics Prejudice Judging Differing Opinions Point of View Right and Wrong Wisdom What theory or general statement applies to these ideas? Draw conclusions How do these ideas relate to broad concepts such as based on evidence change, systems, chaos vs. order, etc? What is the main Make Big Ideas idea? generalizations Summarize Theory Principle Main Idea Relate the area of study to other subjects within, Connect between, and across disciplines. Associate Across the Integrate Disciplines Lind Ideas Cross-Curricular study

SAUSD Common Core Unit 91 ELA Grade 9 Intro to Mythology Appendix How are elements related in terms of the past, present, Connecting points and future? How and why do things change? What in time Changes over doesn’t change? Examining a time Time period Compare and Contrast Different How would others see the situation differently? Different roles and knowledge Perspectives Opposing viewpoints

SAUSD Common Core Unit 92 ELA Grade 9 Intro to Mythology Appendix Focused Annotation: Teacher Rationale and Protocol

Purpose: Focused Annotation is a task that helps students interact with the text and record their thinking processes.

Procedure: 1) Teacher distributes the Sample Annotation Marks to students. 2) Teacher models how to annotate a text using the Sample Annotation Marks and the think-aloud process: Note: It may be helpful to chunk the text ahead of time and focus on one chunk at a time. 3) In pairs or individually, teacher instructs students to read and annotate the text by focusing on key language functions (such as: asking questions, agreeing/disagreeing, identifying main ideas, making connection). 4) Students share their annotation marks with a peer(s) and add/delete information on their chart or in their notebook based on their peer’s feedback. Note: You may want students to use the Collaborative Annotation Chart to record their thoughts and share with peers. The Collaborative Annotation Chart also contains language support for this task. 5) Based on their annotations and discussions, students develop an initial understanding of the central idea/theme.

Some Benefits for ELs:  Helps build students’ understanding of the text and their metacognitive skills.  Provides students with a focus for reading.  Requires students to stop and think about what they are reading, and record these thoughts.  Students are able to work collaboratively to co-construct meaning.

Some Helpful Reminders:  Be sure to model HOW to annotate a text and orally express your thinking DURING this process.  Begin by selecting 2-3 annotation marks for students to focus on so the task will be manageable for students.  When students are sharing their annotation marks, be sure that they are reading aloud their thoughts, not simply exchanging papers.

Adapted from Sonja Munévar Gagnon

SAUSD Common Core Unit 93 ELA Grade 9 Intro to Mythology Appendix Gallery Walk: Teacher Rationale and Protocol

Purpose: This task enables students to self-assess a product and then assume a more distant and critical stance toward a collaborative product developed in groups, an important aspect of reflection and meta-awareness developed in tasks comprising the Extending Understanding moment. The Gallery Walk also promotes students’ metacognitive development, since they have to understand the level of implementation of key criteria in peers’ products. To do this, they are provided with a rubric or specific focus for assessing how other groups accomplished the same task. The Gallery Walk helps students learn about effective, or ineffective, ways to organize and represent ideas, take note of patterns and trends within the classroom, and envision how they might accomplish tasks in the future.

Required for use: A clear focus for assessing other groups’ work is necessary for this task to be effective. The focus for the gallery walk should be specific and generative and related directly to the criteria for development of the product. A second, and equally necessary, requirement is the setting of norms for assessing the work of other students. Students need clear guidelines and language before they begin their gallery walks, and they need to write a written assessment and sign their notes. This helps to model academic uses of language and habits of mind, and to avert problems.

Structure of the activity: Students need to know what they should do as individuals and as a group as they assess the work of others and when they return to their small groups. Based on the number of groups and the needs of students, students may participate in the gallery walk as individuals, dyads, or small groups. If students are unfamiliar with assessing the work of others, the teacher may need to model the process with the help of two or three students and a poster from another class. Students need to know if they are to take notes on a form or post comments on a poster. They also need to know how they will be held accountable individually and as a group.

Process outline: 1) Students move in groups, pairs, or individually in a pre-arranged direction and signal. 2) Students discuss the product using a rubric or focus questions provided. 3) Students write down their assessment with each student keeping notes and signing it.

Options for scaffolding: If needed, students should have formulaic expressions that they can use to begin their discussion of the product. Some possible expressions include: Based on the rubric, I think the poster should be rated ____ because... I think the poster should be rated as ______because... I agree/disagree with your assessment because....

SAUSD Common Core Unit 94 ELA Grade 9 Intro to Mythology Appendix Quick-Write: Teacher Rationale and Procedure

Purpose: The Quick Write invites students to make a connection between background knowledge and themes expressed in a text or unit. It provides students with an opportunity to give a quick gut- level reaction to ideas, situations, or events. Since the goal of the activity is to capture students’ first impressions, memories, or feelings, linguistic accuracy and complexity are not stressed.

Required for use: An open-ended and engaging prompt that connects to topics, themes or issues about which students have some background knowledge is an important part of what makes this task effective. If the prompt is too general or too removed from students’ experiences in or out of school, students may feel unsure about how to approach the topic. A commitment to fluency on the part of the teacher and students is also required. Students need to know that correctness is not the focus of the activity. If need be, encourage students to write in their native language and require them to use English to talk about what they wrote.

Structure of the activity: One way this activity may be explained to students is to tell them that the writing goes “from your heart to your hand to the paper.” Introduce the prompt and, if need be, provide some context by connecting the topic to students’ knowledge and experience and the topic or theme that the prompt explores. Give students no more than five minutes to write. If a student says that he or she cannot think of anything to write about have the student write, “I don’t know what to write about” for the allotted time.

Process outline: 1) Students respond in writing to a prompt without focusing on spelling and grammar correctness. 2) Students have no more than 3-5 minutes to write their response.

Adapted from Understanding Language ell.stanford.edu

SAUSD Common Core Unit 95 ELA Grade 9 Intro to Mythology Appendix Thinking Maps: Teacher Rationale and Protocol

Purpose: Thinking Maps are eight specific visual patterns. Visualizing our thinking allows us to have a concrete image of our abstract thoughts. Visual representations enhance the brain's natural ability to detect and construct meaningful patterns. Thinking Maps reduce anxiety by providing familiar visual patterns for thinking and working with complex ideas and situations.

Required for use: Thinking Maps professional development is designed to increase teacher and leadership effectiveness. A 3-5 year plan of action should be designed to address the specific yearly goals within a school or district improvement plan.

Structure of the activity: Each visual is linked to a specific thought process. By connecting a concrete visual design with a specific abstract thought process, students create mental visual patterns for thinking. Thinking Maps are most effective when used to teach readiness standards or objectives. Disciplinary literacy requires students to think critically, creatively and analytically in all content areas. As students learn different concepts with increasing complexity, they can apply the same patterns for cognition in all areas. Students use visual patterns to work collaboratively for deeper comprehension at all content areas and grade levels. They are empowered with the tools to analyze complex texts and think mathematically for conceptual understanding and problem solving. In addition, students use Thinking Maps for the production and distribution of a range of writing types and purposes

Process outline: Each Thinking Map is designed to answer guiding questions that are related to a specific thought process. 1) Circle Map – defining in context. Understand and use general (Tier 2) and domain-specific (Tier 3) academic vocabulary. 2) Tree Map – classifying and grouping. Identify the main idea(s), key supporting ideas and details in complex texts. 3) Bubble Map – describing with adjectives. Use relevant descriptive details and sensory language in reading and writing. 4) Double Bubble Map –comparing and contrasting. Compare and contrast important points in two texts or points of view; draw comparative inferences about two populations. 5) Flow Map – sequencing and ordering. Understand the steps and patterns in complex processes in order to answer questions and solve problems. 6) Multi-Flow Map – analyzing causes and effects. Evaluate the argument and specific claims in a text; determine the impact the author’s purpose and point of view have on a text. 7) Brace Map – identifying part/whole relationships. Use common affixes to determine and clarify the meaning of unfamiliar vocabulary terms. 8) Bridge Map – seeing analogies. ”Choose two historical leaders and show their relationship to important movements or conflicts. Remember to state your relating factor.”

Adapted from thinkingmaps.com/thinking_maps_common_core.php

SAUSD Common Core Unit 96 ELA Grade 9 Intro to Mythology Appendix Think-Pair-Share: Teacher Rationale and Protocol

Purpose: Providing “think time” increased quality of student response so that students become actively involved in thinking about the concepts presented in the lesson. When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed and resolved during the discussion state. Students are more willing to participate since they don’t feel the peer pressure involved in responding in front of the whole class. Think-Pair-Share provides opportunities to bridge concepts as well as schema build for English Learners.

Structure of the activity:  Assign Partners—Be sure to assign discussion partners rather than just saying “Turn to a partner and talk it over.” When you don’t assign partners, students frequently turn to the most popular student and leave the other person out.  Change Partners—Switch the discussion partners frequently. With students seated in teams, they can pair with the person beside them for one discussion and the person across from them for the next discussion.  Monitor Discussion—Walk around and monitor the discussion stage. You will frequently hear misunderstandings that you can address during the whole-group discussion that follows.  Randomly Select students—During the sharing stage at the end, call on students randomly. You can do this by having a jar of popsicle sticks that have student names or numbers on them. Draw out a popsicle stick and ask that person to tell what their PARTNER said. The first time you may find they didn’t listen well to their partner, but if you keep using this strategy, they will learn to listen to their partner. Process outline: Think: 1) The teacher asks one or two questions for students to consider. 2) In order to see what they are thinking, and to provide further scaffolding to them if needed, the teacher asks students to jot down key elements of their answer using words or phrases, but not complete sentences. 3) Depending on the complexity of the questions, the teacher may assign between three and five minutes for students to jot down their ideas. 4) In the meantime, the teacher circulates around the classroom monitoring and checking what students have written. An empty piece of paper may be an indication that the students need support from the teacher. Pair: 5) Students are asked for form dyads. There are many ways of doing this, depending on time available, the nature of the questions, or even what time of the day it is (classes immediately after lunch may require opportunities for movement). Share: 6) Dyads orally share their responses with each other. 7) All students should be read –if called upon—to present to the class their partner’s responses first, and then their own.

SAUSD Common Core Unit 97 ELA Grade 9 Intro to Mythology Appendix Viewing with a Focus: Teacher Rationale and Protocol

Purpose: This task helps students focus on main ideas and key information as they “read” visual text such as a movie or video clip, a picture, an advertisement, etc. In the same way that reading focus questions help students navigate through extraneous or non-salient information in a written text, questions for viewing help students focus on what the teacher thinks is important or noteworthy in a predominately visual text.

Required for use: The questions that guide students’ viewing of text need to focus on central ideas in the discipline or subject area. If students are asked low-level questions, they will concentrate on details instead of key ideas or discipline specific ways of analyzing text.

Structure of the activity: Students are asked to read or view with a specific purpose in mind. For example, they may be given three questions to consider as they view a text or members of a group may have different questions to focus on. Students may need several different possible models of how they might begin their responses to a focus question. Models should be generative, meaning that students are learning ways of using language that will be useful in other academic settings. If visual texts are lengthy, complex, or viewed in different ways (with sound, without sound), students may need questions for different sections or viewings.

Process outline: 1) Students use the focus question(s) as a guide for viewing and jotting down notes in response to the question(s). 2) Students initially work alone, but may share responses with a partner or small group.

Adapted from Understanding Language by WestEd’s Teacher Professional Development Program

SAUSD Common Core Unit 98